American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
MEETING ABSTRACTS
105th Annual Meeting, July 10-14, 2004, Salt Lake City, Utah
ADMINISTRATIVE, INSTITUTIONAL, AND
PROGRAMMATIC ISSUES
Completed Research
Quantifying Units of Production Among Pharmacy
Academicians. Shane Desselle, Thomas Mattei, Moji
Adeyeye, Vincent Giannetti, Marc Harrold, Chistopher
Surratt, Paula Witt-Enderby, Duquesne University. Objective:
To identify sets of activities performed by faculty in the areas
of teaching and scholarship and weight these activities by their
value to the School’s Mission and the effort required to com-
plete them. Methods: A panel of faculty members diverse in
rank, gender and discipline from one school of pharmacy con-
vened in a focused discussion and a modified Delphi proce-
dure to identify 29 activities in teaching and 44 activities in
scholarship for weighting by the general faculty. Twenty-three
of 33 full-time faculty responded to an anonymous survey
questionnaire eliciting values for each of the activities in a
process designed to produce a set of weights on a ratio scale.
Faculty were provided a copy of the School’s Mission and
Goals and instructions for making comparative judgments
among the activities within each set. Nineteen of 23 faculty
responded to a second-round survey designed to facilitate
comparisons between teaching and scholarship activities.
Results: Using recommended mathematical computations, a
set of weights was derived for all 73 activities. Respondents
placed considerable value on developing a new course, chair-
ing completed doctoral dissertation committees, obtaining
high impact grant monies, making presentations at national
and international conferences, and winning University and
national teaching awards. Implications: The results will assist
School administrators in tracking unit productivity, allocating
organizational rewards and communicating with University
administration. Faculty will be aided by the opportunity to
reflect upon the perceptions of colleagues and will be provid-
ed assistance with prioritizing their time commitments.
Pharmacy and Health Professions Faculty Research
Survey. Thomas Lenz, Maryann Skrabal, Michael Monaghan,
Creighton University. Objectives: The objective of this study
was to assess pharmacy, physical therapy and occupational
therapy faculty perceptions and attitudes towards conducting
research. The results obtained from the survey will be used to
promote further research within the School of Pharmacy and
Health Professions at Creighton University. Methods: Each
faculty member was asked to complete a voluntary survey.
Surveys were sent to faculty via email which contained a link
to a web page where the survey was administered and calcu-
lated. The survey tool consisted of five sections: motivation
and support; potential barriers; recognition and satisfaction;
incentives; and demographics. Upon completion of the survey,
participants were directed to a second web page which asked
their specific research interests to promote research collabora-
tion. Results: A total of 57% (59/103) of the faculty within the
1
School completed the survey. The study found that 77% of the
faculty spent < 20% of their time conducting research. The top
two incentives for faculty to do more research were funding
for research projects and hiring research support personnel.
Sixty-five percent and of the faculty felt their research efforts
were supported by the chair of their department. Thirty-eight
faculty members said they were interested in conducting
research with other faculty in six general areas. Implications:
Conducting research is an important part of scholarly activity
for faculty. Identifying the perceptions and attitudes of faculty
is important for understanding research incentives and barri-
ers. The results are being used to create research programs and
collaboration and identify research funding.
Coverage of HIV/AIDS in United States Pharmacy
Curricula. Karen Marlowe, Kara Townsend, Auburn
University. The medical education literature contains very lit-
tle information regarding programs to instruct health profes-
sion students in the appropriate care of patients with HIV or
AIDS. Methods: In December 2002, we distributed a survey
to all schools of pharmacy in the United States to determine
the emphasis placed on HIV within their curricula by disci-
pline as well as the teaching methods employed. Secondarily,
we sought to quantify the amount and types of interaction
pharmacy students might have with HIV/AIDS patients.
Results: Fifty-four (65.8%) completed surveys were returned.
Coverage of HIV within medicinal chemistry, pharmacology,
and pathophysiology courses varied. Eight (14.8%) schools
indicated that this topic was presented in an integrated format
including social sciences, pharmacotherapy, and basic science
in one course. The majority of schools utilized multiple teach-
ing methods. Case based teaching (75%) and lectures (96%)
were the most frequently reported. Approximately half of the
responding schools (48%), employed two teaching methods,
and 20 schools (37%) utilize three or more teaching tech-
niques. Four schools reported student interaction with an HIV
patient in the classroom. All survey responders indicated that
students had opportunities to interact and care for HIV patients
during their rotations; however, only 38 (70%)schools current-
ly offer a specialty rotation in HIV. Thirty-four schools (63%)
reported having an HIV specialist within their faculty, and 27
(50%) of the responding schools were involved in HIV related
research. Implications: This paper provides the first descrip-
tion of inclusion of HIV/AIDS in United States pharmacy
school curricula.
Exit Surveys: An Assessment Tool in Pharm.D. Programs.
Corinne Ramaley, Sushma Ramsinghani, Munama Bazunga,
Arcelia Johnson-Fannin, Akima Howard, Hampton University.
Objectives: Systematic assessment of professional pharmacy
programs is mandated by the American Council on
Pharmaceutical Education. At Hampton University, a graduat-
ing student exit survey was developed 1) to assess student sat-
isfaction with programs, teaching, learning and services, and
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
2) to identify areas of the program and curriculum where
improvement is needed. Methods: Graduating Pharm.D. stu-
dents completed an exit survey to determine satisfaction with
their education, including quality of instruction, knowledge
and expertise of faculty, quality of experiential experiences
and quality of academic advising. The students also evaluated
lab facilities, technology support services, the drug informa-
tion center, the career fair and other services. Areas needing
improvement were defined as those items in the survey with a
combined satisfaction rating of less than 70% in the upper two
categories (very satisfied and mostly satisfied). Results: Eight
major areas were identified for improvement: advisement,
effectiveness of the integrated curriculum, availability of elec-
tives, library holdings/services, faculty management of coop-
erative learning assignments, computer support services,
financial aid and concern for academic success. Corrective
actions were defined for each area. Implications: Positive out-
comes develop from the use of exit surveys as an assessment
tool. At Hampton University, faculty will receive training in
student advisement and class management techniques. A task
force has been established to evaluate the structure of the inte-
grated curriculum, and students will receive annual updates on
library resources. The manner in which exit survey data are
used becomes a key factor in improving student satisfaction
and program quality.
Influence of Pharmacy School Experiences on Students’
Perceptions, Attitude, Goals and Expectations Towards
The Profession. Gary Levin, Kristin Weitzel, Nova
Southeastern University. Objectives: To determine if the
experience of pharmacy school influences students’ percep-
tions, attitudes, goals and expectations. Methods: A survey
assessing students’ perceptions, attitudes, and expectations of
pharmacy school was administered to entering students in
1999 and re-administered prior to graduation (2003). Results:
127 students completed the initial survey (100%). In 2003, 83
of 109 remaining students participated (76%). Students’ opin-
ions of the profession, public perception, and the difficulty
level of coursework remained unchanged. The majority, how-
ever, chose to enter pharmacy school to work in healthcare
(58%), with the public (13%), or good salaries (13%). After
school, more students chose good salaries (30% P=0.0053) or
the ability to work part-time (P=0.0204). Initially, most stu-
dents listed their career goal as residency training (11%), chain
retail/community pharmacy (32%), or hospital pharmacy
(21%). The number of students choosing a residency (34%
P=0.0001) or a chain retail/community pharmacy (57%
P=0.0008) increased after school. Initially, 86% of students
supported the Pharm.D. as an entry-level degree. After com-
pletion, 25% (P=0.001) of students did not, and stated they
wished there was still a baccalaureate degree option.
Implications: Students goals after finishing school and per-
ceptions of the profession and their career options changed
after completing pharmacy school. Further research in this
area may elicit influencing factors and help target potential
areas faculty may provide guidance to students to assist them
in developing and achieving their career goals and hopes for
the profession.
2
Predictors of Academic Probation in a Pharmacy
Program. Joel Houglum, Rajender Aparasu, Teresa Delfinis,
South Dakota State University. Objectives: The purpose of
this study was to identify factors that predict academic proba-
tion in the professional pharmacy program at South Dakota
State University. Methods: Following institutional review
board approval, the academic records of 335 students who
entered the pharmacy professional program at South Dakota
State University from 1997–2002 were examined retrospec-
tively. Academic probation in the professional program is
defined as grade point average of below 2.0 in pharmacy
courses in any semester. Descriptive and stepwise logistic
regression analyses were used to analyze the data. Results: A
total of 309 (92.5%) student records from 1997–2002 were
complete and usable. The average (+ standard deviation)
American College Test (ACT) score, overall grade point aver-
age (GPA), science/math GPA for the study sample were 25.5
(+ 3.3), 3.6 (+ 0.3), and 3.5 (+ 0.3), respectively. Overall, 5.5%
of the students were on academic probation in the first profes-
sional year. Logistic regression model correctly classified
95.5% of the study sample using five factors significantly
(p<0.05) associated with academic probation. Female gender,
organic chemistry grade, ACT scores, and science/math GPA
decreased the odds of academic probation, whereas curricu-
lum/faculty factor increased the odds of academic probation.
Implications: The analyses revealed that academic perform-
ance measures, namely organic chemistry grades, ACT scores
and science/math GPA, are important predictors of academic
probation. Quantitative models such as regression models can
be valuable tools in screening promising applicants and can
provide useful information for admissions committees to uti-
lize during the selection process.
An Investigation of Institutional Research Administration
Infrastructure in Schools and Colleges of Pharmacy.
Ronald A. DeBellis, Massachusetts College of Pharmacy-
Worcester, and Eric J. Mack, Massachusetts College of
Pharmacy-Boston. Objectives: To assess the criteria, qualifi-
cations, and issues considered by schools and colleges of phar-
macy in the evaluation of their research administration infra-
structure. Methods: A questionnaire was developed as a sur-
vey instrument. The survey contained items evaluating the
importance of qualitative and quantitative criteria, organiza-
tional and individual qualifications, and administrative issues
in assessing institutional research administration models. The
questionnaire was sent to all schools and colleges of pharma-
cy. Queries and analysis of responses were performed on com-
pleted surveys. Importance factors were assigned to criteria-
based questions. Results: Responses were received from thir-
ty-one schools and colleges of pharmacy. Thirty-five percent
of the respondents have a research administration model in
place. Fifty-two percent of the respondents have never con-
ducted an institutional review of research programs, thirty-
three percent of the respondents review programs annually,
and fourteen percent of the respondents review programs
every three or more years. Level of importance was assessed
for questions regarding criteria, qualifications, and issues.
Implications: The results of the research can be used to devel-
op an assessment tool for the institutional evaluation of the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
research administration infrastructure at schools and colleges
of pharmacy.
Assessing Pharm.D. Student Attitudes, Values, and Beliefs
Regarding Professionalism. Lori Duke, William Kennedy,
Charles McDuffie, Mindi Miller, The University of Georgia.
Objectives: To measure student attitudes, values and beliefs
toward faculty-derived competency statements regarding pro-
fessionalism. Methods: Sixty students per professional year
were randomly selected to participate in a WebCT survey
designed to measure whether student perceptions of profes-
sionalism were similar to that of the faculty. Survey items were
developed from the faculty-derived and adopted curricular
competency statements regarding professionalism. Students
were asked to rate a series of 33 statements as to the degree
that each is consistent with being professional as a pharmacist.
Results: Survey response rates by class were 43 (71.7%),
47(78.3%), 47 (78.3%), and 40 (66.7%). There was good
agreement among curricular years on individual items and the
majority of students agreed with all items. The statements stu-
dents disagreed with most frequently still had agreement rates
of 89% to 92%. Survey items were found to be highly consis-
tent internally (reliability coefficient = 0.9115, standardized
item alpha = 0.9215). Of the thirty-three statements there were
four where differences among curricular years existed: confi-
dentiality regulations (p = 0.007), formulates constructive
evaluations (p = 0.009), displays positive attitude when receiv-
ing constructive criticism (p = 0.05), and identifies conflicts
with patient interests (p = 0.01). These results suggest areas
where professionalism should be given greater emphasis at
various points in our curriculum. Implications: Students sur-
veyed agreed that the objectives contained in the new profes-
sional curricular competency were consistent with being a
pharmacy professional.
A Survey of Faculty and Clinical Applicants in the
Personnel Placement Service (PPS) at the American
Society of Health-System Pharmacists (ASHP) Midyear
Clinical Meeting 2002 and 2003. William McIntyre, Jeri
Sias, L Littlefield, University of Texas at Austin. Objectives:
To examine the demographics of applicants seeking academic
pharmacy positions (clinical faculty and fellowships). To
examine common factors and experiences during their phar-
macy education which may have contributed to individuals
seeking academic careers. To compare the experiences of
those seeking faculty positions with those seeking clinical
positions. Methods: In 2002, a survey was conducted of par-
ticipants in the ASHP PPS who were seeking academic posi-
tions. The survey collected demographic information and
asked the responders about specific experiences during their
pharmacy education including serving as a tutor, participating
in research, and mentorship. In 2003, the survey was repeated
and expanded to 100 randomly selected participants seeking
non-academic positions (clinical or medical liaison positions).
Results: The response rates were 30/100 in 2002 and 24/193
in 2003. In the academic group (n = 36)), 83% were female,
78% White, 11% Asian, 8% Black, 3% Hispanic, 53% served
as tutors or TAs, 39% participated in research, 69% had facul-
ty mentors, and 89% participated in community service. In the
3
clinical group (n = 18), 72% were female, 61% White, 33%
Asian, 6% Black (no Hispanics), 47% served as tutors or TAs,
76% participated in research, 77% had faculty mentors and
72% engaged in community service activities. Implications:
Based on respondents, a low number of racial/ethnic minori-
ties were seeking opportunities in academics. Although, many
of the respondents seeking academic careers had experience as
a tutor and participated in research and community service,
those seeking clinical positions reported similar experiences.
Characteristics of Doctor of Pharmacy Graduates
Entering Residency Training Programs Upon Graduation.
Marianne McCollum, Laura Hansen, University of Colorado
Health Sciences Center. Objectives: To examine characteris-
tics of students from the University of Colorado School of
Pharmacy (CUSOP) 2003 PharmD class choosing and not
choosing to enter residency training program. Methods:
CUSOP conducted a student exit survey in 2003. Questions
included items regarding residency plans, demographics
(eg,age, sex, race, debt level), curricular evaluation, and the
student’s perceived level of preparedness to practice pharma-
cy. Survey responses were compared for students entering and
not entering residencies using t-tests for continuous variables
and X2 and Fisher’s exact tests for categorical variables.
Students also commented on the type of and reasons for pur-
suing residencies. Results: Thirty percent of students (23 of
76) planned to enter residencies, twice the national average.
Race was significantly different between the groups: non-
white students were less likely to enter residencies than white
students (OR = 0.24, 95% CI 0.08, 0.76, p = 0.01). No signif-
icant differences were found in responses to any other survey
items. Students were motivated by the desire to improve clin-
ical skills and job competitiveness, or to gain credentials for
specialty practice. Implications: White students are more
likely to pursue residency training than non-white students,
perhaps due to language barriers. Improving clinical skills and
competitiveness remain motivating forces for students to pur-
sue post-graduate training. Continued research is needed to
identify specific barriers to completing residencies.
Geographical Distribution of Community-Based Advanced
Pharmacy Practice Experiential Sites in Metropolitan
Chicago. Charisse Johnson, Stephanie Crawford, Swu-Jane
Lin, J. Warren Salmon, University of Illinois at Chicago.
Objectives: The geographical distribution of community-
based Advanced Pharmacy Practice Experience (4th-year
clerkship) sites in metropolitan Chicago was assessed to deter-
mine the availability of viable experiential learning opportuni-
ties in underserved areas and identify opportunities and barri-
ers to attract and sustain such sites. Methods: Income,
racial/ethnic composition and crime index of census tracts in a
5-county metropolitan Chicago area were used to predict the
presence or absence of community-based pharmacy clerkship
sites for UIC during academic year 2002–2003. Analyses
included geographic mapping, descriptive statistics and logis-
tic regression. Key faculty members involved in experiential
education were interviewed to identify other factors that influ-
ence the placement and/or selection of community clerkship
sites. Results: Community-based pharmacy clerkship sites
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
(n=87) were fairly distributed across metropolitan Chicago,
though census tracts with higher White and Asian populations
exhibited a slightly increased likelihood of the presence of a
community-based site, after controlling for other variables.
Faculty interviews revealed that distance from the College,
pharmacy staffing issues, and decisions of district/corporate
management at community pharmacy chains, were critical
considerations in clerkship site establishment and sustainabil-
ity. Implications: A strategic objective of the College is to
enhance pharmacy students’ abilities to meet emerging chal-
lenges and opportunities by expanding and diversifying
advanced professional experience program sites across
Chicago and throughout Illinois. This study provided helpful
data to determine the locations of the College's current com-
munity clerkship sites. The information will be used in the
development of strategies for expanding experiential learning
opportunities.
Analysis of Pharmacy Student Attitudes Toward Academic
and Professional Advising: A Cross Sectional Study.
Maureen Knell, Cathryn Carroll, Heather Hughes, Daniel
Dugan, University of Missouri-KC. Objectives: To evaluate
general trends in student utilization of faculty advising and
other sources of academic and professional information. To
identify determinants of varying levels of reported satisfaction
and perceived value of advising. Methods: A cross sectional
study using a non-validated instrument, evaluated baseline
characteristics and 268 student perceptions. Respondents
included students in various levels of matriculation throughout
the professional pharmacy program. Students were asked to
rate their perceptions based on the previous two semesters of
academic advising experiences. Descriptive statistics and Chi
Square tests were used to evaluate responses. Results: The
results revealed that students engaged in the advising process
with a greater frequency in the first year of the curriculum.
Only 43% of the total students evaluated reported encounters
with their faculty advisor. For students who met with advisors,
84% of students reported value in the encounter and 67% were
satisfied with the advisor. Higher levels of satisfaction were
reported for older students, students without prior degrees and
students currently on academic probation. Higher perceived
value for the advising process was reported for students on
academic probation, and those students who were older.
Students reported obtaining advising related to academic and
professional issues from sources other than faculty advisors
including pharmacists in the workplace, student services office
staff, and peers. Implications: While different factors influ-
ence the rate of utilization of faculty advising services, the atti-
tudes expressed in this survey can be applied to develop a bet-
ter advising system to address students’ academic and profes-
sional needs.
Use of an Administrative Evaluation Tool to Assess
Effectiveness of the Coordinating Council Management
Model at Albany College of Pharmacy. Aimee Strang, Mario
Zeolla, Nancy Waite, Union University. Objectives: An eval-
uation tool was developed to assess the effectiveness of the
Coordinating Council (CC), the Albany College of Pharmacy
Department of Pharmacy Practice’s management model for
4
the past 18 months. The evaluation process and results are
described. Methods: Three faculty members developed an
evaluation instrument with feedback from the department. The
instrument evaluated CC performance in general and specific
activities/functions including planning, personnel, general
administration, finances, curriculum and research. The Dean’s
Office administered the instrument at 6, 12 and 18 months
after implementation of the CC. Results were forwarded to the
CC who prepared a summary for department discussion.
Results: Response rates were 85%, 70% and 65% at 6, 12, and
18 months. “Overall performance” was rated “satisfactory” or
“excellent” in 100% of responses at 18 months, compared with
85% at 12 months. Items related to general performance,
including approachability, adaptability/organization, decision-
making and communication have improved since the 12-
month evaluation. Each of these areas were rated “satisfacto-
ry” or “excellent” by greater than 80% of respondents at 18
months. The CC also earned high ratings on issues related to
planning, general administration and finance. Areas in need of
improvement at 12 months, including equity in assigning
workload and development of a faculty rewards/retention pro-
gram also demonstrated improvement at 18 months.
Implications: The evaluation instrument and administration
process were successful in identifying areas for improvement.
Consequently, these areas were targeted and improvements
demonstrated. Results of the evaluation at 18 months suggest
the CC is an effective management model for the Department
of Pharmacy Practice.
Assessment of Remedial Policy at Nova Southeastern
University College of Pharmacy. Karen Daniel, Dean
Arneson, Nova Southeastern University. Objective: To examine
the utility of the remedial system at Nova Southeastern
University (NSU) College of Pharmacy and to identify students
at risk of requiring remediation. Methods: A 24-question survey
was administered to second and third year pharmacy students at
NSU between November 2003 and January 2004. The survey
was conducted at all four NSU sites, including Ft. Lauderdale,
West Palm Beach, Puerto Rico, and the International Program.
The survey collected data pertaining to individual student reme-
dial examination experience, views about the current remedial
policy at NSU, and demographic data. The survey was distrib-
uted during class time, and completed surveys were deposited in
a confidential drop box. Data was analyzed using descriptive
statistics and the SPSS program. Results: Out of the 315
respondents, 98 (31%) were male, 217 (69%) were female, and
the average age was 27. One hundred and five (33%) partici-
pants had taken a remedial examination at NSU College of
Pharmacy. Most sited health or lack of time management skills
as the reason for requiring reexamination. The courses most fre-
quently necessitating remediation included Biochemistry,
Physiology, and Pharmacodynamics. Students at greatest risk of
needing remediation were younger students and students with
English as a second language. Overall, 254 (81%) students
agreed that remedials were beneficial, and that remedials should
be offered to all students, not just those with extenuating cir-
cumstances. Implications: Identifying students at risk for reex-
amination will allow for development of policies and programs
to reduce the number of students requiring remediation.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Evaluation of a Student-directed Enhanced Orientation
Program for Incoming Pharmacy Students. Katherine Hale,
Dana Hammer, University of Washington. Objective: Evaluate
first-year students’ and faculty members’ perceptions of upper-
class student-directed orientation activities. Methods: Surveys
were created and administered to first-year students and facul-
ty using Web site and email formats, respectively, to evaluate
length and specific activities of the orientation program.
Results: Fifty-nine of 86 students and 11/32 faculty members
responded. Almost half of the students (~49%) felt orientation
length was “just right” and 44% felt it was too long. Activities
receiving the most positive evaluations (scale 1–3) were the
Welcome to Profession Ceremony (N = 57, mean 2.93), facul-
ty/student luncheon (N = 47, mean 2.91), and overnight retreat
(N = 47, mean 2.72). Least positive were the faculty scavenger
hunt (N = 48, mean 1.58) and time/stress management work-
shop (N = 49, mean 1.9). Faculty members (63.6%) felt 1–2
hours participation over all activities should be expected. Over
64% felt addressing and defining student professionalism
aided transition and progression through the curriculum and
improved interactions among students and faculty. Activities
receiving the most positive evaluations were addressing
school expectations of students (N = 10, mean 2.80), student
professionalism workshop (N = 7, mean 2.70), and the student
written Pledge of Professionalism (N = 9, mean 2.67). Least
positive were faculty/student lunch (N = 10, mean 2.25) and
faculty scavenger hunt (N = 6, mean 2.00). Open-ended com-
ments from students and faculty were positive. Implications:
These results validate prior pre-orientation survey results.
Overall results were positive toward student-directed activities
in the orientation program. These results will help guide plan-
ning for future years.
Work In Progress
Implementation of a Comprehensive Assessment Program
for a New Pharm. D. Curriculum. Martin Zdanowicz, Kathy
Zaiken, Susan Jacobson, Laurie Kelly, Massachusetts College
of Pharmacy and Health Sciences–Boston. Objectives: With
implementation of a new Pharm.D. curriculum it was neces-
sary to develop a comprehensive assessment program. Once in
place, ongoing curriculum assessment will serve as a driving
force for continuous program evaluation and improvement.
Methods: A committee of Practice and Science faculty devel-
oped and implemented the assessment program. The commit-
tee performed extensive literature searches and consulted col-
leagues from other Schools of Pharmacy. The final assessment
plan was reviewed by an outside expert from AACP.
Comprehensive curriculum mapping was performed to start
the process. In addition to collection of demographic student
data and surveys, college-wide focus groups were formed to
assess oral communication across the curriculum and precep-
tor satisfaction with our 6th year students. Results:
Curriculum mapping data identified areas of potential weak-
ness in the new curriculum. Faculty used curriculum mapping
to match specific educational outcomes with course content.
Curriculum mapping provided a breakdown of various instruc-
tional and active-learning techniques along with their assess-
5
ment tools. The oral communication focus group determined
the number and type of oral communication exercises present
in the curriculum and obtained data from preceptors as to per-
ceived oral communication skills of 6th year students.
Assessment led to development of a new student course eval-
uation instrument. Implications: Effective curriculum assess-
ment is a labor intensive process that requires dedication from
faculty and commitment from administration. Course mapping
is an excellent means of jumpstarting the assessment process.
Curriculum Focus groups are an effective way of fostering
interdisciplinary assessment.
How a Workshop Has Impacted the Behavior of Pharmacy
Preceptors in Providing Effective Feedback to Learners.
Kim Leadon, Sandro Pinheiro, University of North Carolina.
Objectives: Faculty development is crucial for improving the
quality and standardization of pharmacy training in experien-
tial sites. A workshop was designed to improve preceptor
effectiveness in providing feedback to learners. This study
assesses the impact of this educational intervention on phar-
macy preceptors’ teaching practices. Methods: A three-hour
interactive workshop was offered at four sites across North
Carolina. In order to assess the impact of the workshop on pre-
ceptors’ teaching practices, participants will complete a retro-
spective survey indicating the frequency by which they apply
feedback principles prior to and following the workshop.
Students who completed rotations with a preceptor who
attended a workshop will also complete a similar 12-item sur-
vey with respect to how often their preceptor applied the feed-
back principles during rotations. Results: Sixty-six preceptors
attended one of four workshops. Sixty-one participants com-
pleted a workshop evaluation. The majority of participants
indicated that the learning objectives were met and that they
were satisfied with the interactive format. Data from preceptor
self-assessment and survey of students are being collected
with plans for presentation at the AACP Annual Meeting.
Discussion: Interactive workshops have been shown to impact
participants’ professional practice (Davis, 1999). Preceptor
and student survey data will inform us how an adult learning-
centered interactive workshop impacts preceptors’ feedback
skills. Davis D., et al. Impact of formal continuing medical
education: do conferences, workshops, rounds, and other tra-
ditional continuing education activities change physician
behavior or health care outcomes? JAMA. 1999 Sep
1;282(9):867–74.
An Assessment of Stress Experienced by Students in a
Prepharmacy Curriculum. Patricia Canales, Peter Kranz,
University of Texas-Pan American and The University of
Texas. Objectives: This study aims to evaluate the level of
stress experienced by students in a prepharmacy curriculum,
the factors most associated with this stress, and the mecha-
nisms used by these students to minimize stress. Methods:
The study will use a survey to capture information regarding
levels of stress experienced, factors that contribute to stress,
and mechanisms used to cope with stress. Participants will be
recruited from a population of students who are enrolled in the
Cooperative Pharmacy Program and are currently in the first
year of prepharmacy coursework. Data collection will consist
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
of a demographic questionnaire, a stress questionnaire, and a
formal individual interview. The demographic questionnaire
will capture age, ethnicity, gender, employment, marital status,
living situation, and travel to campus. The Student Stress
Questionnaire includes questions regarding perceived stress
levels, anticipation of stress in future courses, methods used to
reduce stress, life factors that contribute to stress, and level of
support from family, friends, faculty, and program.
Participants will complete the survey, and then will be inter-
viewed individually to capture further qualitative information
that will aid in characterizing and/or explaining responses. The
framework analytic approach will be used to identify common
themes within each questionnaire item. The framework
approach is based on a grounded theory approach of data
analysis whereby theories are generated or refined from data,
in this case, accounts from students during the interview
process. Demographics will be reported descriptively.
An Assessment of the HIPAA-Related Knowledge of
Pharmacy Students at the University of Arizona. Karen
Sauer, Tim Alfred, Jabin Davis, The University of Arizona.
Objectives: To assess students’ knowledge of HIPAA and to
address the null hypotheses that knowledge scores on HIPAA-
related questions did not differ by class year, months of work
experience, or HIPAA training and work experience. Methods:
This project used a cross-sectional survey design with a self-
administered questionnaire distributed by the investigators in a
classroom setting. The questionnaire consisted of 13 multiple-
choice questions to assess students' knowledge of HIPAA as
well as four descriptive items. The questions addressed: general
principles of HIPAA; minimum necessary standards for use of
protected health information (PHI); permitted uses and disclo-
sures of PHI for treatment, payment, and health care operations;
personal representatives and PHI; PHI for marketing; and pub-
lic health activities and PHI. The questionnaire was tested for
content validity and item reliability. First, second, and third year
pharmacy students who were enrolled during the spring 2004
semester and attended class the day the questionnaire was
administered were eligible to participate. Results: Scores were
derived for the 13 multiple-choice questions and mean scores
for the three classes were compared using ANOVA. Pearson
correlation coefficients were calculated for scores vs months of
work experience. Spearman rank correlations were used to com-
pare knowledge scores with the following: (1) work experience
and HIPAA training, (2) work experience and no HIPAA train-
ing, (3) no work experience and HIPAA training, or (4) no work
experience and no HIPAA training. Implications: Students
training at experiential sites must be familiar with the HIPAA
requirements. This assessment provided important curricular
feedback to the College.
A Stakeholder-Based Approach to Revising and Analyzing
Course and Instructor Evaluations. Phillip Vuchetich,
William Hamilton, Frances Moore, Creighton University.
Objectives: To revise and analyze online course and faculty
evaluations used for approximately thirty courses and thirty-five
faculty in one department. Methods: A stakeholder-based
approach to developing questions was used to ensure that at
least one key issue of each stakeholder (students, faculty, uni-
6
versity, accreditation, profession) is included. In order to reduce
student burden, the number of questions was reduced from ten
to five per course, and from fifteen to four per instructor com-
pared with the evaluations used in Fall 2003. To facilitate longi-
tudinal comparisons, questions were modeled on previous
course evaluation questions used by the department whenever
possible, and the technical design of the questions and evalua-
tion facilitate creation, assignment, and analysis of evaluations.
To minimize the chance that students will submit responses for
a different course or instructor, all questions are customized to
identify the course name and/or instructor name to ensure that
students are completing the correct evaluation. Implications:
Course evaluations are one source of data to collect student per-
ceptions about courses and instructors. Student evaluations of
courses and faculty are an important component in the evalua-
tion of faculty teaching. The design and implementation of a
streamlined course and faculty evaluation system will reduce
student and staff burden and produce data that can be analyzed
and reported out to stakeholders. The revised evaluation will be
used for courses in the Spring 2004 semester, and the design and
methods could be easily adapted for use by other institutions.
Alumni Survey as a Curriculum Evaluation Tool. Kimberly
Deloatch, Pamela Joyner, University of North Carolina.
Objectives: The UNC School of Pharmacy conducts an ongo-
ing, multifaceted curriculum evaluation process, including both
internal and external assessments. One external assessment tool
used is an alumni survey, administered every 2–5 years. The
objectives of this project were to conduct a survey of recent
graduates to (1) verify appropriateness of currently defined abil-
ity outcomes for the PharmD program and (2) evaluate curricu-
lar effectiveness in enabling students to develop those abilities.
Methods: A survey was developed to ascertain demographic
information, post-graduate training, professional involvement,
current practice type, knowledge and skills most commonly
employed in early practice, and graduates’ perceptions of their
preparedness for entry-level practice. Surveys were mailed to
the 316 graduates, of the first three graduating classes of the
entry-level PharmD program. Results: Usable surveys were
completed and returned by 127 (40%) of those surveyed and are
currently being analyzed. Particular attention will be focused on
skills found to be highly relevant to entry-level practice, espe-
cially those which graduates felt poorly prepared to perform.
Implications: The UNC School of Pharmacy has invested con-
siderable time and energy identifying core ability outcomes for
the Doctor of Pharmacy curriculum, and designing and evaluat-
ing curriculum in light of those outcomes. Results of this survey
will help us refine definition of key entry-level practice skills,
assess the effectiveness of our curriculum in helping students
develop those skills, plan more effectively for curricular
enhancement and faculty / preceptor development, and prepare
appropriate documentation for an upcoming accreditation site
visit.
BIOLOGICAL SCIENCES
Completed Research
Evaluation of a CD-ROM Tutorial Reinforcing Concepts
in Endocrinology. Paula Witt-Enderby, Shane Desselle,
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Duquesne University. Objectives: To develop and evaluate the
utility of a tutorial designed to enhance student learning of var-
ious endocrine disorders. Methods: A self-guided, CD-ROM
tutorial was created using Director’ software. The tutorial
encompasses two major assignments: one involving the cre-
ation of a pregnancy test, the other comprised of several exer-
cises describing the etiology of various diseases that manifest
from hormonal imbalance and the selection of appropriate
therapeutic regimens. Upon completion of this compulsory
program, the software generates a printed certificate with the
student’s name and date. Students completed a self-adminis-
tered survey questionnaire measuring their perceptions of the
utility of the tutorial on an 18-item, five-point, Likert-type
scale. Results: Student feedback concerning the tutorial pro-
gram was positive. Students reported highest agreement with
the use of the tutorial as a refreshing break from lecture and as
a vital supplement to lecture, but somewhat less agreement
with the tutorial’s ability to help them apply knowledge to
clinical practice. The scale demonstrated excellent internal
consistency (Cronbachs alpha = 0.96). Factor analysis
revealed that students’ perceived the program’s utility along
two dimensions (“learning” and “fun”), with the learning
dimension more predictive of students’ overall attitudes about
the program. Test scores improved from previous offerings,
however the study’s design precludes our attributing this find-
ing to the use of the tutorial, only. Implications: Students
appreciated the opportunity for self-directed instruction.
Revisions in the tutorial’s content and its place in course
design may help students better connect course concepts to
pharmacy practice.
The Use of Formative Feedback to Facilitate Student
Application and Discussion in Two Pharmacy
Physiology/Pathology Courses. Wilson Meng, Shane
Desselle, Duquesne University. Objectives: To implement and
evaluate course-embedded formative and summative assess-
ment procedures toward students’ achievement of desired edu-
cational outcomes. Methods: The intervention was conducted
over four semesters in two required human physiology/pathol-
ogy courses. Topics included inflammation, neoplasm, neuro-
muscular junction, red blood cells, coagulation, and immunity.
At various intervals throughout both courses, students were
asked to provide qualitative, anonymous feedback about
aspects of the previous material they found most interesting
and most confusing. This feedback was used to structure
reviews and facilitate discussion during the current offering
and redesign certain aspects of the course in a subsequent
offering. The instructor collaborated to design summative
assessments that provide more substantive feedback about the
course’s instruction and design. Results: A majority (95%) of
students agreed that the intermittent qualitative feedback was
beneficial to them and the instructor. The grand means of stu-
dent evaluations were consistently high (# 6.00 on a 7-item, 7-
point Likert-type scale) and improved significantly from one
year to the next. Students were especially pleased with the
effectiveness of the instructor’s presentation and their per-
ceived ability to connect basic principles in physiology with
pathological conditions. The scales demonstrated good inter-
nal consistency (Cronbach’s alpha # 0.81). Students predicted
7
excellent retention of course material on a separate behav-
iorally anchored ratings scale. Implications: Soliciting form-
ative feedback was successful in enhancing discussion during
subsequent class meetings, tailoring review sessions, and
assisting students to connect basic science concepts with phar-
macy practice.
Online Delivery of an Introduction to Toxicology Course:
Development and Assessment. Alicia Bouldin, Kristine
Willett, The University of Mississippi. Objectives:
Introduction to Toxicology has regularly been offered in a tra-
ditional undergraduate class setting at UM. To increase options
available to interested students, the course was recently deliv-
ered via an online format for two semesters. Methods:
Students were expected to view 2–3 online presentations per
week to supplement assigned reading (online and textbook).
The course was paced by online assignments, to be delivered
electronically to the instructor at scheduled points during the
semester. During the last class period of each semester, stu-
dents participated in a voluntary assessment of their attitudes
and perceptions of the online course, as well as perceived
comparisons between online and traditional classroom envi-
ronments. Results: All respondents agreed with the statement
“The same amount of material was covered in this class as in
a traditional class.” A primary advantage of the online format
as perceived by the students was working at a time of their
own choosing; yet managing that time was reported as being
difficult by 46%. Most students (73%) did believe that they
saved time by taking this course online; and most (82%)
agreed that the course structure required them to “keep up”
from week to week. Students with on-campus Ethernet access
found it easier to access the large lecture and video files than
those with dial-up access. Implications: While no specific
student comments were made about course content, ideas for
delivery improvement could be interpreted from their feed-
back. Data will be used to guide improvements in future offer-
ings of the course.
Effects of Butylated Hydroxytoluene (BHT) on Pigmented
Melanoma Cells. Michelle Lubonia, Loni Bowers, Stephen
Kerr, Rangaprasad Sarangarajan, Massachusetts College of
Pharmacy-Boston. Objectives: The effects of butylated
hydroxytoluene (BHT), an anti-oxidant widely used in cos-
metic formulations, on pigmentary cells is unknown. This
study focused on assessment of cell viability and expression of
key melanocyte-specific gene products in pigmented
melanoma cells, on exposure to BHT. Methods: Pigmented
melanoma cells (SK-MEL-23) were maintained in standard
minimum essential media. Cell viability was assessed by incu-
bating varying concentrations of BHT (10 uM ¡V 500 uM)
with cells for 96 hours; after which cells were washed, har-
vested and counted using a hemocytometer. Cellular expres-
sion of tyrosinase (rate limiting enzyme in the melanin biosyn-
thesis) was determined by incubating cells with 100 uM BHT
for 0, 4, 7, 11 and 14 days, followed by harvesting and pro-
cessing of cell lysates for western blot analysis. Modulation of
tyrosinase protein expression in cells exposed to 100 uM BHT
was quantitated using a phosphor-imager by measuring band
intensities generated by chemiluminscent detection of tyrosi-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
nase using a tyrosinase specific polyclonal antibody. Results:
A dose dependent decrease in the viability of SK-MEL-23
cells at 96 hours exposed to increasing concentrations of BHT
was observed with ~50% cell survival at 100 ƒYM concentra-
tion. There was significant decrease in tyrosinase expression
between day 0 and day 4 with tyrosinase expression increasing
to greater than 2-fold by day 14 as compared with control.
Implications: While high concentrations (> 100 uM) of BHT
can be detrimental to the viability of pigmented melanoma
cells, prolonged exposure to BHT can modulate the expression
of tyrosinase.
Work In Progress
Investigation of Acute Renal Toxicity of Raisins in Dogs
Using an in Vitro Model. Rangaprasad Sarangarajan, Steven
Cohen, Carolyn Friel, Massachusetts College of Pharmacy-
Worcester. Objective: The toxicity of grapes and raisins in dogs
is a recently recognized and growing problem. Over 80 cases
have been reported to the ASPCA Animal Poison Control
Center that, despite supportive therapy, resulted in a 50% mor-
tality rate. Our working hypothesis is that a natural chemical
component in the fruit itself is the primary cause of the acute
renal failure observed in dogs. Currently, neither the identity of
the chemical component, nor the mode of action that leads to
acute renal failure is known. The primary objectives of this proj-
ect were to 1) systematically prepare defined extracts from
raisins, and 2) to evaluate the extracts for their ability to produce
toxicity in canine kidney cells in culture. Methods:
Commercially available raisins identified by lot number were
used as raw material for chemical extraction. The four major
fractions generated were (a) crude extract (b) water soluble
bases (c) water soluble acids (d) lipophilic fraction. The cyto-
toxicity of each fraction was assessed using Madin-Darby
Canine Kidney (MDCK) cells, an immortalized cell line of renal
distal tubular epithelial origin, using standard toxicity assays.
Implications: The present standard of care for dogs with raisin
toxicosis is empirical. Results from this study will provide the
basis for the rational development of therapies to significantly
improve survival outcomes.
CHEMISTRY
Completed Research
Evaluation of Performance Parity Between Two Required
On-Campus and Web-Based Medicinal Chemistry Courses.
Naser Alsharif, Victoria Roche, Alaba Ogunbadeniyi, Robert
Chapman, Creighton University. Objectives: Creighton
University implemented an entry-level web-based Pharm.D.
pathway in 2001. Parity between web- and campus-based cours-
es has been mandated by faculty, and defined to include course
objectives, ability-based outcomes and student evaluation tech-
niques. Instructional methods may be pathway-specific as long
as identical learning outcomes are achieved through their use.
This poster documents the evaluation of performance parity
between the on-campus and web-based versions of two required
medicinal chemistry courses taught in the 2002–03 academic
year. Methods: The instructors in medicinal chemistry estab-
8
lished an activity grid for the two required medicinal chemistry
courses (PHA 337 and 447). Learning objectives were identified
for each activity, and measurable approaches to their accom-
plishment in each pathway were articulated, including the facil-
itative role of an educational mentor utilized exclusively in the
web-based pathway. Results: The medicinal chemistry student
cohorts under study performed at a comparable level on exami-
nations, in-class assessments and case presentations. Significant
differences were noted between cohorts on weekly quiz per-
formance and final letter grade distribution. The letter grade dis-
tribution for both cohorts shifted to higher final grades in the
second semester as compared with the first. Implications: The
instructional methods employed resulted in partial performance
parity between campus and web-based medicinal chemistry stu-
dents in 2002–03. Factors that may have contributed to cohort
performance differences are being addressed. Of primary
importance is the availability of audiofiles for the web-based
cohort, and the use of a single educational mentor for this stu-
dent group to enhance the consistency, regularity and effective-
ness of communication.
Work In Progress
Development and Assessment of Computer-Based Tutorials
as Instructional Tools for Teaching Basic Concepts in
Medicinal Chemistry. Marc Harrold, Shane Desselle, James
Knittel, Duquesne University. Objectives: To develop, imple-
ment and evaluate a series of computer-based tutorials that
enhance the instruction, review and retention of basic medicinal
chemistry concepts. Methods: The following areas were identi-
fied as core, fundamental concepts of medicinal chemistry:
functional group recognition, acid/base chemistry, pH/pKa and
drug ionization, water and lipid solubility, drug binding interac-
tions, drug metabolism and prodrugs, and stereochemistry. The
software program, ToolBook II Instructor, was chosen to devel-
op a series of eight computer-based tutorials that covered the
above concept areas. To date, six of these tutorials have been
completed, and one (drug metabolism) is currently in develop-
ment. Students at Duquesne University use these tutorials pri-
marily as a review source throughout the three semesters that
medicinal chemistry is integrated into disease-based modules.
Students at the University of Cincinnati use these tutorials as
part of an initial course in medicinal chemistry concepts.
Results: A series of 17 behavioral objectives were developed
for the eight planned tutorials. During the Spring 2004 semester,
a survey instrument will be used at both schools to assess stu-
dent perceptions of the tutorials. Survey questions will address
overall perceptions of the tutorials (eg,ease of use, level of dif-
ficultly) as well as specific behavioral objectives for all of the
six completed tutorials. Additionally, a correlation of student use
to examination performance will be evaluated for Duquesne stu-
dents. Implications: Computer-based tutorials which can aug-
ment student learning and retention of basic medicinal concepts
may prove valuable in enhancing students' abilities to apply
these concepts to therapeutic decisions.
Chemical Probes of Rapid Steroid Hormone Signaling.
Ross Weatherman, Joseph Trebley, Melinda Morrell, Priscilla
Reyes, Purdue University. Nuclear receptors are validated
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
therapeutic targets in the treatment and prevention of many
different diseases, but many drugs targeting these receptors
suffer from undesired effects in other tissues. The mechanism
by which these drugs were believed to exert their effects was
through the direct regulation of transcription, but there is
ample evidence that there are also other mechanisms of action
that involve other known signal transduction pathways. To bet-
ter study these responses, we have begun to design, synthesize
and test chemical probes of estrogen and progesterone signal-
ing with the objective of discovering novel chemical entities
capable of selectively modulating these cross-talk driven
responses. Several compounds based on known nuclear recep-
tor drugs have been synthesized and tested for their ability to
bind to the nuclear receptor, regulate transcription in a classi-
cal model, and modulate other signaling transduction path-
ways. A summary of the progress made thus far will be pre-
sented.
Effectiveness of a Chemistry Online Module as Didactic
Tool in the Pharmacodynamics Course. Maria Hernandez,
Nova Southeastern University. Objective: An interactive
online module was developed to enhance the learning out-
comes of first year Pharmacy students on the topic of acid-
base properties of drugs. Methods: A pre-test was adminis-
tered to the entire class of 188 students in the Davie, West
Palm Beach and Ponce sites, one week after the lecture mate-
rial was introduced on the chosen topic. The interactive online
module was then made available to students in the three sites
for five days, and a post-test was administered to evaluate the
effectiveness of the online module as a didactic tool. A survey
was also administered to students to evaluate their satisfaction
with the online module. Implications: Enhancing the learning
process is crucial for all students in topics of greater difficul-
ty, but it is especially significant for distance students, who do
not have face-to-face interaction with the instructor. The com-
ponents of the module (lecture, resources, online activities)
were designed to accommodate the personal learning styles of
the students, regardless of location. The effectiveness of the
online module will be evaluated for main campus and distance
students. The results of this study will guide our efforts in
developing larger online components for the
Pharmacodynamics series, and will form a framework for
other courses in the Pharmacy curriculum.
COMPUTER ABSTRACTS
Implementation of a Computer Competency Training
Program for Entering Pharmacy Students. Randell Doty, L.
Ried, Dominic Kellenberger, J. Blanchard, University of
Florida. Objective: Students at the University of Florida are
required to be competent with certain hardware and software.
We developed and implemented an online program of assign-
ments after admission, but prior to the beginning of the school
year. The program was developed to ensure students’ compe-
tence and thereby facilitate their success in the curriculum.
Methods: Students are required to complete these assignments
during the summer prior to beginning pharmacy school in the
fall. These assignments were delivered via the web-based
courseware system “Blackboard.” Students who fulfilled the
9
requirements of the assignments before orientation were not
required to attend a formal computer orientation that occurred
as an add-on to the regular incoming class orientation.
Assignments were designed to be efficient in allowing stu-
dents to demonstrate multiple competencies with each assign-
ment. Competencies that were required include word process-
ing, spreadsheet calculations and charting, presentation graph-
ics, library searches, computer setup up for video lectures,
viewing a universal precautions lecture and completing health
center HIPAA training. Results: The first students through the
program were in the entering Class of 2001. Students’ per-
formance was evaluated for each assignment and data was
gathered regarding number of students participating and com-
pleting each assignment. Implications: Post-admission, for-
malized training of this sort is a new concept in pharmacy edu-
cation. The success of this program could lead to the adoption
of similar programs to pre-assess students on competency
areas as required by any college, especially as distance educa-
tion programs and advanced educational pedagogies requiring
high technology continue to develop.
Internet Health Information for the Spanish Speaking
Consumer. Clinton Chichester, Erica Estus, Anne Hume,
Brian Felice, University of Rhode Island. Objectives: A com-
prehensive, consumer oriented, health information Web site in
Spanish was developed. The aim was improve access of
Spanish-speaking and underserved Rhode Island consumers to
high quality health information via the Internet. Methods: In
an effort to eliminate the disparities in health among all popu-
lation groups, using a grant from the National Library of
Medicine, faculty and professional degree students from the
University of Rhode Island, College of Pharmacy developed a
web portal (www.uri.edu/e-salud) containing over 600 links to
quality Spanish language Internet sites. All the Web sites were
systematically evaluated using standard instruments for
assessing information on the web. The Web site is database
driven which makes it easily modified. Results: Since
September 2003, P4 students on their Advance Practice
Experience in Health Information have been assisting
Spanish-speaking patients in accessing health information at
different sites throughout Rhode Island. This has promoted the
involvement of consumers in their own healthcare using health
information from the Internet. Implications: The Internet is an
influential force and basis for many health decisions. Health
information fosters shared decision-making between con-
sumers and providers. (supported in part by NIH grant 1 G07
LM07747–01).
Evaluating Pharmacy Student Demonstration of Clinical
Communication Skills in a Web-based Environment.
Lourdes Planas, Nelson Er, University of Oklahoma.
Objectives: Given a web-based evaluation template and two
simulated patient interviews: pharmacy students will be able to
perform self and peer evaluations, as well as provide con-
structive feedback; and instructors will be able to assess stu-
dent performance and formulate constructive feedback with
ease of use. Methods: To evaluate third-year pharmacy stu-
dents’ demonstration of clinical communication skills, two
simulated patient videotaping exercises were conducted. Each
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
patient interview was recorded and streamed on-demand.
Students only had access to their peer group videos. In each
group, students evaluated their own and peers’ communication
skills and formulated feedback for improvement. Students and
instructors used the same evaluation template, which was
divided into 15 sections. For each section, instructors could
provide specific feedback so that students could improve on
that particular topic. For each video exercise, the course coor-
dinator could view the overall class performance and assess
topics that needed remediation. This evaluation tool was
developed using ASP server-side scripting. Results: At the end
of the semester, a student survey on the use of this evaluation
tool was administered. Feedback from students was mostly
positive, but also raised valuable questions to improve the
design. Instructors preferred grading when they could assign a
percentage instead of a point value to each item, which then
summated to a final score. Implications: This tool facilitates
student evaluation, instructor grading, and course coordinator
analysis of student performance in simulated patient inter-
views. The ultimate goal is to enable students to learn from
instructor and peer feedback, as well as self-reflection.
CONTINUING PROFESSIONAL
EDUCATION
Completed Research
Measurement of Educational Outcomes for a Continuing
Education Course in Veterinary Therapeutics for
Pharmacists. Elaine Lust, Creighton University. Objective:
To assess the effectiveness of a distance-based, online continu-
ing education (C.E.) course in veterinary therapeutics by meas-
uring the cognitive knowledge of pharmacists as felt in their
confidence level to explain animal disease states, summarize
veterinary pharmacotherapy options, and explain regulatory
documents that influence veterinary pharmacy. Methods:
Quantitative and qualitative methods were utilized to assess the
effectiveness of the curriculum. A one group, pre-post, quasi-
experimental design was used to evaluate the confidence level
and application skills of the pharmacists. Reflective qualitative
commentary was collected upon completion of the course.
Results: Cognitive post-course scores improved significantly
over the pre-course scores on all 26 pre-and post course survey
questions. The Wilcoxan Signed-Ranks analysis for each ques-
tion resulted in statistically significance levels thereby indicat-
ing that the increase in the cognitive measure was not due to
error. The reflective commentary on how pharmacists will uti-
lize concepts learned in the course to their practice was very
positive. Pharmacists conveyed appreciation for having the
opportunity to take an online course on this subject matter.
Pharmacists reported that increased knowledge in all topic
areas would enhance their ability to communicate with veteri-
narians and give them the cognitive resources needed to pro-
vide insightful counseling to owners on their animal’s drug
therapy. Implications: This online course can be used to
increase the confidence level of the pharmacist’s cognitive
knowledge and skills after completion of the curriculum. The
online offering of this course is an effective method to educate
pharmacists on topics specific to veterinary pharmacy.
10
Evaluation of a Leadership and Teaching Skills Program
for Pharmacists. Nancy Fjortoft, Lynn Patton, Midwestern
University-Chicago. Objective: To evaluate the short-term
impact of a leadership and teaching skills continuing education
program on pharmacists’ activities. Methods: A five-month,
curricular-based program on leadership and teaching skills
was developed and offered in 2002–03. Thirty-one pharmacy
practice residents and twenty-four pharmacists participated
(N=55) in the interactive workshops. Six months after the con-
clusion of the program, a survey was administered via mail to
determine current leadership and teaching activities. Results:
Fifteen surveys were returned for a response rate of 27%.
Seventy-three percent of the respondents reported that they are
currently precepting pharmacy students and 73% reported that
they are currently providing lectures. The respondents report-
ed committee membership at their practice setting (66%),
committee chairmanship at their practice setting (13%).
Thirteen percent reported committee membership in profes-
sional associations. Forty percent reported having new posi-
tions. Implications/Results suggest that the respondents have
assumed teaching responsibilities. Given the lack of a pre-test,
it is not clear if the program was responsible for this or if these
individuals would have assumed these responsibilities regard-
less. Most the respondents are members of committees at their
practice setting; however, very few serve as chair. A small
number of respondents are involved in association leadership
activities. This may be explained by the relatively young age
of the participants. Continued follow-up is warranted to deter-
mine the long-term impact of this program on career develop-
ment.
An Interest Assessment of Community Pharmacy
“Retooling”: A Program to Update Pharmacists’ Skills in
Community Practice. Carriann Richey, Sarah Johnson,
Michael Wilson, Butler University. Objectives: Our primary
objective was to measure pharmacists’ interest in a communi-
ty practice “retooling” course. Additionally, we sought to
determine the preferred content, format and structure of a
“retooling” course and establish participant’s willingness to
pay. A “retooling” course would provide focused, up-to-date
education allowing pharmacists to reenter and/or update their
skills to be successful in a community setting. Methods: The
project’s concept and survey were originally presented to
Butler University’s Community Pharmacy Advisory Board.
Due to interest in the project, a validation pilot of the survey
was performed. The survey was then distributed by mail to
5,053 pharmacists. The data were fitted to several statistical
models to examine characteristics that might identify clusters
of respondents with differing continuing education needs and
preferences for features of an extensive review course. The
statistical analysis was performed using SAS#8.2 software.
Results: Of the 5,053 surveys distributed, 817 were returned
completed (16.3%). Respondents represented pharmacists
from 37 states and graduates of 44 colleges of pharmacy.
Overall, 74.9% of the respondents expressed an interest and
60.1% a willingness to pay. A significant percent of respon-
dents (84%-99%) were very or moderately interested in twen-
ty of the twenty-four topics identified. Approximately 60% of
these respondents preferred a non-live (online, homestudy
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
paper monograph, or homestudy CD-ROM) format.
Implications: Butler University, COPHS, Office of
Postgraduate Education is considering whether to offer this
“retooling” course as a resource to those interested in updating
their skills in community pharmacy.
Work In Progress
An Update on Facilitators and Barriers to Pharmacists'
Participation in Lifelong Learning. Ruth Bruskiewitz, Alan
Hanson, James De Muth, University of Wisconsin-Madison.
Objectives: The purpose of this study was to determine the
specific factors that facilitate and/or serve as barriers to
Wisconsin pharmacists’ participation in lifelong learning. To
determine how new technologies and changes in professional
demographics have modified the importance of the selected
barriers and facilitators to pharmacists’ lifelong learning, com-
parisons will be made to a similar nationwide study of phar-
macists published in 1991. Methods: As part of a larger study
focused on the acceptability of different methods of providing
continuing education, a total of 274 Wisconsin pharmacists
volunteered to participate in this study of facilitators and bar-
riers to lifelong learners. The response rate exceeded 87% for
this group of volunteer pharmacists. Responses to the 12 facil-
itators and 16 barriers to lifelong leaning will be discussed.
Pharmacist demographics will be analyzed to determine their
effect on the facilitators encouraging and barriers preventing
greater pharmacist participation in lifelong learning activities.
Also, similarities and differences in pharmacists’ responses
between 1990 and 2003 will be presented and discussed.
Implications: As providers of continuing education programs
evaluate delivery systems for providing lifelong learning
activities, a greater understanding of the factors that facilitate
participation, as well as the barriers that block opportunities to
lifelong learning, will be important in making decisions to
reach larger audiences with more convenient and acceptable
learning activities.
A Comparison of the Acceptability and Effectiveness of
Two Methods of Distance Learning: CD-ROMs and Audio
Teleconferencing. James De Muth, Ruth Bruskiewitz,
University of Wisconsin – Madison. Objectives: This study
was designed to: 1) develop and present a pharmacy continu-
ing education program using two different methods for dis-
tance learning; 2) evaluate the acceptability of the two deliv-
ery methods; 3) measure and compare the amount of cognitive
gain using the two delivery methods; and 4) examine the
impact of selected demographics on the acceptability and cog-
nitive changes. Methods: A total of 80 volunteers were
recruited from a 2003 University of Wisconsin distance-learn-
ing program on a review of selected new drugs. Of the volun-
teers, 47 pharmacists participated in the course using the tra-
ditional audio teleconference method and 33 participated
using a home study CD-ROM that contained the same materi-
als as presented in the teleconference. Pharmacists completed
traditional course evaluations. Because of demographic simi-
larities between volunteers and non-volunteers, evaluation
results from the 270 enrolled pharmacists were included in this
portion of the study. Volunteers were required to complete par-
11
allel pretest, immediate posttest, and second posttest one
month following the conclusion of the program. Results will
be presented comparing the pharmacists’ satisfaction with both
methods, as well as changes in knowledge resulting from par-
ticipation in the two different methods. Selected demographic
variables will be used to further evaluate differences among
responses to the study evaluation and tests. Implications:
Results will help the University decide on the most effective
and acceptable method for future distance learning opportuni-
ties. This information can assist other universities choosing
among different distance learning delivery systems for non-
traditional undergraduate instruction or continuing education
programs.
EDUCATIONAL DEVELOPMENT
Completed Research
The Integrated Curriculum at the University of Otago in
Dunedin, New Zealand. John Murphy, Ian Tucker, Rosemary
Beresford, The University of Arizona. Objectives: Students in
health professions must both learn facts and be able to inte-
grate them into the care of specific patients. The goal of the
integrated curriculum is to challenge students to assimilate
knowledge from readings and lectures for treatment of a
patient with specific disease, while focusing on unique roles of
pharmacists. Methods: Faculty designed the last two years of
a four year pharmacy curriculum to be completely integrated
among all disciplinary studies, focused around the quality use
of medicine for specific diseases. Curriculum development
evolved with commitment of faculty, strategic planning, topic
development, assignment of responsible individuals as section
leaders, implementation and revision. The new systems-based,
modularized curriculum includes emphasis on development of
critical thinking, team working and self-directed learning,
achieved by extensive use of primary literature for learning
and workshop preparation. Each module includes at least 5
discipline-specific workshops and an integrating one (called
DDPP; Disease, Drug, Patient, Pharmacist). Assessment
includes case studies, essays, individual and group presenta-
tions and case-based and oral examinations. Results: The cur-
riculum appears successful. Students work well in collabora-
tive groups and are, according to survey results, satisfied with
the pedagogical approaches. Downsides in initiating the cur-
riculum included initial additional heavy workload for faculty
and continuing work to refine approaches. Implications:
Faculty believe students are learning more effectively and are
able to analyze patient care situations better than in the past.
The poster will provide detail on steps taken to develop and
implement the curriculum and provide suggestions for avoid-
ing pitfalls.
Epidemiology Scene Investigators: Pop Culture and the
Medical Literature. Cecilia Plaza, JoLaine Draugalis,
University of Arizona. Objective: The purpose of this educa-
tional innovation was to fuse popular culture and the medical
literature to incorporate all the epidemiology objectives in an
interactive review of the material at the conclusion of the mod-
ule for second year pharmacy students in a pharmacy research
methods course. Overview: The computer-based interactive
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
module, designed using Chickering and Gamson’s Seven
Principles for Good Practice in Undergraduate Education, was
based on a food-poisoning incident reported in the Journal of
the American Medical Association. The popular television
program “CSI: Crime Scene Investigators” served as the
theme as students worked through the epidemiology problem.
Each student was provided with a worksheet that looked like a
notebook with key questions and information to help guide
them through the exercise. Students asked questions of the
instructor, who played the lead ESI investigator. As students
worked through the mystery, they received clues in response to
their probing questions. The advantages of this approach were
that students remained engaged while demonstrating a real-life
application of the material and a re-emphasis of module objec-
tives. The primary disadvantage of this approach was that it
was time-intensive in terms of instructor preparation and class
time. Positive comments on course evaluations as well as
unsolicited student feedback were extremely positive indicat-
ing that this approach brought the material alive and made it
memorable. Implications: The approach of melding pop cul-
ture and the medical literature has the potential for wider
application in this and similar courses.
National Curriculum Survey: The Status of Curricula
Addressing Nonprescription Drug Therapy. Tim R.
Covington and Beth R. Skinner, Samford University.
Objectives: To assess the status of curricula in United States
schools/colleges of pharmacy in addressing preparation of
pharmacists for serving current and expanded roles in the
delivery of pharmaceutical care services involving nonpre-
scription drug therapy. The 2003 survey results have created a
benchmark. Follow-up surveys will occur on a biannual basis.
Methods: A survey instrument was developed and mailed to
all coordinator/lead teachers, deans and pharmacy practice
department chairs in United States schools/colleges of phar-
macy. The survey instrument addressed general faculty beliefs,
course status, course content, course instruction (human
resources) and course instructional methodology. Responses
were aggregated by group, tabulated and analyzed for variance
of responses between groups. Results: The response rate to the
survey was 54% by the course coordinator/lead teacher, 33%
by pharmacy practice department chairs and 23% by deans. A
descriptive summary of responses from each group will be
provided in poster format, as will selected statistical differ-
ences in responses between the three groups surveyed.
Implications: Periodic (biannual) national curriculum surveys
addressing nonprescription drug therapy can serve as a strate-
gic assessment process addressing pharmacist preparation to
serve as a therapeutic advisor to the public in the proper selec-
tion, use and monitoring of nonprescription drug therapy.
Coordination of Medicinal Chemistry with an Integrated
Pharmacology and Therapeutics Course Sequence and
Combined Recitation Course Structure. Nancy Kawahara,
Rebecca Gryka, Barry Bleidt, Avis Ericson, Bruce Currie,
Loma Linda University. Objectives: To develop a curriculum
structure that would encourage students to apply medicinal
chemistry principles in decision making associated with the
use of medicinal agents to treat disease. Methods: A parallel
12
offering of a medicinal chemistry course sequence with an
integrated pharmacology and therapeutics course sequence
will run across the second and third years of the professional
curriculum. A separate recitation course has been created that
will allow the integration of multiple disease states and pro-
vide an opportunity for medicinal chemistry principles to be
reinforced in the context of a patient care focus. Success of the
structure will be assessed using our year-end assessment
exam. The exam is application based and assesses the stu-
dents’ ability to apply what they have learned to simulated
practice scenarios. Feedback from students will be sought
regarding their ability to learn the required concepts. Results:
Implementation of this structure will begin with the Spring
Quarter of academic year 2003–04. Performance data for the
first class will be available for presentation. Implications:
Schools and Colleges of Pharmacy are pushing integration of
the pharmaceutical sciences and therapeutic course offerings.
This trend is gradually diminishing the strong scientific under-
pinnings of the pharmacy profession. Graduates today appre-
ciate the application of drug therapy to disease state manage-
ment but lack a strong scientific understanding of how and
why drugs actually work. We anticipate that our experience
with this approach will allow us to educate pharmacists who
understand how to use medicinal chemistry to help provide
better pharmaceutical care.
Development of an Online, Interdisciplinary Course in
Health Care Informatics. Tina Brock, Scott Smith, Linda
Carl, Mary White, University of North Carolina at Chapel
Hill. Despite the fact that the Institute of Medicine has identi-
fied informatics as a priority area of instruction in health care,
many professional curricula include only minimal dialog
about how technology can be used to improve the quality and
efficiency of patient care. To address this deficit, an interdisci-
plinary course has been developed for campus-based and dis-
tance learners at the University of North Carolina at Chapel
Hill. Health Care Informatics is an online, elective course tar-
geted to students in pharmacy, nursing, public health and
information and library sciences. The overall objectives of the
course are to use innovative educational strategies to a)
increase knowledge in health informatics by future health pro-
fessionals; and b) disseminate skills to use technology to assist
in developing an evidence-based health care practice. The
course consists of twelve web-based lessons developed with
Macromedia Breeze software and delivered with Blackboard
courseware. The lesson topics were derived from a review of
the published literature, an assessment of the current informat-
ics-associated course topics in the health sciences curricula at
UNC-CH, and a survey of NC pharmacists’ informatics needs
and interests. The lesson format was established to demon-
strate sound educational pedagogy and instructional design
guidelines. Content and methods underwent peer review by an
informatics working group on campus. Student learning is
assessed using a combination of weekly online quizzes, week-
ly discussion board postings or community-building activities,
and a final online project presentation. Weekly anonymous
online surveys and a comprehensive online review comple-
ment instructor reflections of the strengths/weaknesses of the
course.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Assessing the Impact of Cooperative Education on Early
Experiential Learning. Mark Yorra, Robert Blaser,
Northeastern University. Objective: Cooperative Education
provides pharmacy students with between 1200 to 2000 hours
of early experiential education (introductory pharmacy prac-
tice experiences). While schools of pharmacies provide vari-
ous methods of early experiential education, the Co-op pro-
gram provides the most contact hours, within a structured for-
mat, which is often as paid employment. The goal of this study
is to assess how the amount of time in the professional work-
place and a structured program affects the learning pace and
applied learning of a pharmacy student. Methods: A question-
naire will be developed and used to test various personal and
professional benchmarks for each student. Demographic infor-
mation, as well as prepharmacy questions will be asked of new
students prior to their first co-op experience. Upon their return
to school after their first experience, a questionnaire assessing
their learning rate, content and satisfaction will be adminis-
tered. Questionnaires will be provided to the same group of
students prior to and after their upcoming co-op experiences,
for a total of three sample sets per class, over a three-year peri-
od. Results: In process. Implications: As schools of pharma-
cy assess various methods of providing early experiential edu-
cation, there could be a relationship between the amount of
time spent in the workplace and the applied learning that
occurs in each student. If a minimal amount of time, and/or
pre-experience preparation is determined to be necessary for
student learning, this may become a baseline for schools of
pharmacy.
Developing a Comprehensive Community Pharmacy
Preceptor Training Curriculum in a Distance Education
Model. Kristin W. Weitzel, Randell Doty, Michael Ward,
Diem Presley, University of Florida. Objectives: To develop,
implement, and evaluate a community pharmacy preceptor
training program incorporating instruction on introductory and
advanced experiences in four metropolitan areas. Methods:
The College of Pharmacy expanded its enrollment to include
three distance campuses, increasing class size from ~130 to
280 in 2002. The curriculum includes required introductory
community experiences, while the Advanced Community
Practice Experience transitioned from elective to required
rotation in 2004, necessitating an increase in the number of
qualified community pharmacy preceptors. In Summer 2003, a
comprehensive twelve-hour training session was developed
and conducted in four metropolitan areas, reviewing principles
of community practice training, development of clinical serv-
ices in a community pharmacy setting, and incorporation of
students into clinical services. Participants completed evalua-
tions and surveys regarding their opinions of the sessions, their
abilities to implement advanced training in their sites, and the
perceived usefulness of selected resources. Results:
Approximately 200 participants completed the training session
over a three-month period. Evaluations for sessions were
favorable; participants identified the establishment of a phar-
macy e-community and provision of online case studies and
videos documenting patient counseling interactions as useful
resources. Newly trained preceptors will take ~61 advanced
students for experiential training in the 2004–05 clerkship
13
cycle. Implications: Expansion of class size and increased
emphasis on community practice education necessitate the
recruitment of qualified community preceptors. The model
presented was successful in training preceptors in this envi-
ronment. In the future, detailed student feedback for new sites
will be collected and the program transitioned to an Internet-
based curriculum.
Development of a Distance Education Network. Eugene
Smith, Glen Farr, Dick Gourley, University of Tennessee.
Educational Development and Innovation. Objectives: To
describe the development and continuing improvement in the
quality and effectiveness of a videoconference system for
pharmacists, pharmacy residents, students and faculty, and
physicians. Methods: The University of Tennessee (UT)
College of Pharmacy has developed and implemented a dis-
tance education system to provide educational outreach
throughout Tennessee. This program is funded from grants and
registration fees. The participants on the system include three
sites at the college in Memphis, the college’s continuing edu-
cation office in Knoxville, two UT Family Medicine Clinics
and eight Community Pharmacy Residency sites located
throughout the state of Tennessee. Results: UT Community
Pharmacy Residency programs use the network for on-going
oversight/coordination of the residency as well as interactive
educational programs on therapeutics and pharmaceutical
care. Off-site faculty can participate in college functions such
as Grand Rounds and faculty meetings. The Continuing
Education office utilizes the system to keep pharmacists
throughout the state current with pharmacy practice. The sites
currently host ten monthly two-hour evening continuing edu-
cation programs that provide a total of 20 live hours annually.
For 2004, there are more than 70 pharmacists enrolled. In
addition, the college has partnered with pharmaceutical manu-
facturers to bring information on new drugs and therapeutic
advances to health-care practitioners in rural areas.
Implications: Results indicate that a teleconference distance
education system can be effective in supporting Community
Pharmacy Residency programs, off -site faculty and continu-
ing education programs for pharmacists and other practition-
ers.
A Description of an Electronically Packaged, Evidence-
Based Health Literacy Curriculum. Donna Dolinsky, John
Lonie, Long Island University. Objective: To help PharmD
students, graduate students and pharmaceutical industry pro-
fessionals learn to provide medication/health education to
patients and consumers with low health literacy. Health litera-
cy is the ability to process new information to understand and
solve a health related problem. A person may be literate, but
not health literate. Process: The self-instructional/instructor
led curriculum, packaged electronically, and distributed to
each school, will address these health literacy problems: (1)
Processing information: receiving or sending, spoken or writ-
ten information containing words, numbers or graphics, (2)
Choosing to not communicate with a pharmacist because of
shame/stigma of low literacy/health literacy, past failure, or
because pharmacists have not communicated, (3) Cultural dis-
connection between patient and pharmacist: spoken, non-ver-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
bal, written or graphic, (4) Non-native language speaker.
Students or instructors will assess learning through behavioral
analysis of educational products using criterion checklists.
Students produce written, drawn, spoken or practiced prod-
ucts-captured on paper, audio or video media and displayed to
live learner groups or posted electronically to virtual groups
for feedback. An example of a product is a difficult to read
medication leaflet rewritten and illustrated at 6th grade level,
that was cohesive, included desired conceptual redundancies
and was culturally appropriate. Program Evaluation: We will
ask faculty and students to describe what they were able to do
and how they learned. We will use data for curricular revision.
Implications: Since the curriculum is electronically packaged
and can be self-instructional or instructor led, it can reach
many learners at minimal cost.
Effect of an Introductory Practice Experience (IPE) on
Student Perceptions of Volunteering. Keri Sims, Sneha
Bhakta, Thomas Zlatic, St. Louis College of Pharmacy.
Background: Service-learning was introduced into an IPE
course to enhance students’ professionalism and social respon-
sibility. Objectives: The primary objective was to determine
4th year pharmacy students’ (Y4) perceptions of volunteering
before and after the IPE. The secondary objective was to com-
pare those perceptions to first year students’ (Y1s) and facul-
ty’s, within a six-year, Pharm.D. program. Methods: Prior to
the IPE, Y4s completed a 5-point Likert scale questionnaire,
which was also administered to Y1s and pharmacy practice
faculty. After the IPE, Y4s completed another survey that
included seven statements on volunteering from the initial
questionnaire. Responses were compared for a change in per-
ceived value of volunteering. Results: There was a statistical-
ly significant change in the Y4s’ awareness of the importance
of a pharmacist understanding of his/her patients’ family and
social environment (p<0.05). The majority perceived benefit
from volunteering, but this wasn’t a significant change from
baseline. Y1s perceived greater value from volunteering than
Y4s (p<0.05), but didn’t perceive as great a need for a phar-
macist to understand the patient’s environment (p<0.05).
There was a significant difference between faculty and Y4
responses to five of seven statements prior to the course
(p<0.05), but only three of seven at the course’s conclusion
(p<0.05). Faculty responses being more favorable, this demon-
strated a shift in Y4 perceptions towards a greater value placed
on volunteering. Implications: Service-learning should be
retained to enhance students’ attitudes toward volunteering
and encourage socio-cultural understanding in counseling.
Developing a Uniform Advanced Practice Experience
Evaluation Tool Among Regional Schools/Colleges of
Pharmacy. Whitney Unterwagner, Lori Duke, Rusty
Fetterman, April Staton, Mercer University. Objective: To
develop, implement, and evaluate a uniform Advanced
Practice Experience (APE) evaluation tool among regional
schools/colleges of pharmacy. Methods: Representatives of
the Offices of Experiential Education from each school met
over a period of one year. Initial meetings were designed to
showcase and critique current APE evaluation tools used by
each institution. During subsequent meetings, the representa-
14
tives determined the best aspects from participating institution
evaluation tools, published evaluation tools, and feedback
from faculty and preceptors to develop a uniform instrument.
The new evaluation tool will be implemented by each institu-
tion during the 2005–2006 academic year and will be utilized
for all APEs. Results: Prior to implementation, each institu-
tion will educate its' students and preceptors on the proper use
of the evaluation tool. After the first year of implementation,
we will complete an in-depth assessment of the instrument
using feedback obtained from preceptor surveys and stu-
dent/preceptor focus groups. Implications: Regional
schools/colleges of pharmacy share many of the same experi-
ential sites and preceptors. Additionally, they utilize similar
APE objectives and evaluation criteria. If regional schools/col-
leges of pharmacy can implement a uniform evaluation tool, it
should reduce preceptor stress and confusion that arises from
using multiple evaluation tools. Proper usage of the instrument
by preceptors should also improve due to standardization of
the process.
A Game Show Approach to Provide Asthma Education to
Students. Peggy Odegard, Doris Uh, University of
Washington. Objectives: A game-show format was used as an
innovative, creative approach to teach students about asthma
prior to receiving lecture material. Topics included physiology,
drug treatments, severity classifications, and patient-based
cases. Methods: Students were divided into four teams of 4–5
students, equipped with lecture notes and “buzzers.” MS
PowerPoint and a digital projector were used to project ques-
tions/answers on screen in a group-viewing format. Following
question reading, teammates were allowed up to 30 seconds to
confer before “buzzing” in with an answer. Points were tabu-
lated by game show hosts (faculty). Results: Teams correctly
answered the majority of questions. Post-activity, a six-ques-
tion, Likert-scale survey was administered to students.
Evaluated items included: student satisfaction with game-
show format (1=not satisfied, 5=completely satisfied; mean
4.13, median: 4.00, SD 0.96), perception of difficulty (1=very
difficult, 5=easy; mean 3.17, median 3.00, SD 0.80), whether
activity motivated students to care about asthmatic patients
(1=not motivated, 5=very motivated; mean 3.96, median 4.00,
SD 0.91). 56/60 surveyed students responded. Evaluation
comments were positive indicating the approach enjoyable
and useful. Faculty observers rated student preparation high.
Implications: Competition of game-show format appeared to
promote student preparation for class. This unique approach is
applicable to other topics and appears to be well received by
students. Although not tested by our institution, this approach
may also be used after receiving lecture material to reinforce
the learning process.
Development and Implementation of a Virtual Advanced
Teaching Experience. Maria Pruchnicki, Julie Legg,
Marialice Bennett, Dennis Mungall, Ohio State University.
Objective: To provide an advanced-level teaching experience
for students in our Non-Traditional Doctor of Pharmacy
(NTPD) program. Methods: A virtual (distance-learning)
elective teaching rotation was developed to enhance NTPD
experiential offerings. The sixteen week longitudinal design
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
includes two required components: 1) a web-based Teaching
Skills Curriculum, which provides core knowledge on learning
and teaching styles, course construction, cooperative learning
environments, and instructional technology; and 2) structured
teaching activities including didactic and online case-based
instruction, course material development, testing/student eval-
uation, and course assessment. Student teachers meet with pre-
ceptor(s) two hours each week, using an Internet classroom
(www.elluminate.com). Each student teacher is assigned
responsibilities in junior courses in the NTPD program
(approximately ten hours/week); a portfolio system is used to
track progress through these assignments. Collaboration with
the University Office of Faculty and TA Development pro-
vides formative feedback of teaching performance, including
student self-assessment. Outcomes: To date, one student has
completed the rotation requirements; four are currently
enrolled. Two students per semester have been scheduled
through winter 2005. Grading rubrics are being developed for
evaluation of teaching performance, including: Understanding
of learning preferences and teaching styles; and demonstrated
use of effective teaching strategies; Understanding of course
construction/implementation; and application to an existing
professional program; Process development for evaluation of
teaching, including self-assessment techniques. Implications:
Formal learning activities and a variety of structured teaching
experiences can be used to develop advanced-level teaching
skills. This novel teaching rotation uses web-based technology
to fulfill requirements for an elective NTPD experience.
Integration of a Problem Based Learning Activity Into an
Ambulatory Care Rotation: Development of a Pre-post
Assessment Tool. Yolanda Hardy, Northeastern University.
Objective: To assess objectives and develop an assessment tool
for a Problem Based Learning (PBL) activity based on direct
feedback from students. Methods: The preceptor selects a
patient case relevant to drug related problems seen in the ambu-
latory care setting. Different cases are used each rotation to min-
imize discussion among students from previous rotations. Three
students are introduced to the PBL process and given a case
worksheet listing the patient’s chief complaint, presenting
symptoms, and the chalkboard PBL headings. At least once a
week, students meet as a group during the 6-week rotation to
discuss the case. Students also work independently. Weekly, stu-
dents submit the worksheet and request additional information.
The preceptor does not intervene unless the worksheet indicates
that students are off track or experiencing significant difficulty.
At case completion, students formally present their findings,
recommendation, and rationale. Also, the students write reflec-
tions on the process and evaluate self and peer performance,
including comments on the perceived value of the activity in
improving knowledge, research, and collaborative working
skills. Results: To date, one group as completed the activity.
Students reported that PBL was an efficient tool for learning
about multiple disease states and how to work effectively as a
group. Implications: Student responses will be collected over
the next 6 months and analyzed to determine common themes
from reflections and evaluations. Information obtained will be
used to assess objectives for the PBL activity and develop a pre-
post assessment tool that will be integrated into the rotation.
15
Development of a University-Based Interdisciplinary
Diabetes Clinic in a Rural Community. Stephen Durst, Joan
Rider, Eric Jarvi, Robert Buckingham, Ferris State University.
Objective: To develop an interdisciplinary clinic practice
designed to enhance the understanding of diabetes and
improve health outcomes for underserved patients in a rural
setting. Further, to provide students with “hands-on” interdis-
ciplinary practice in diabetes care. Methods: The feasibility of
an interdisciplinary diabetes clinic was discussed among rep-
resentative faculty from the colleges of optometry, pharmacy
and allied health at Ferris State University. Select students
were asked to create a strategy that would expand the level of
diabetes management and education among a rural population.
Patients with diabetes were identified from existing optometry
clinic records. Patients were then scheduled for an optometric
exam. Students collaborated to develop a comprehensive edu-
cational intervention. Efficacy of this intervention was meas-
ured, with patients serving as their own controls, through a
multiple-choice assessment administered immediately after
the visit, at one-week, and at one-month following the initial
appointment. Results: The students and faculty gained a
“working” knowledge of a shared interdisciplinary practice
model that provides a synergistic learning environment, and
enhanced patient management and education. Student under-
standing of an interdisciplinary practice was assessed through
preceptor review of patient progress notes prepared by the stu-
dents. Implications: Pharmacy students in collaboration with
other healthcare students can augment the standard level of
care. Further, a collaborative practice model greatly enhances
the students’ awareness of the scope of practice of other health
professions. Academic pharmacy must consider collaborations
with other allied health care programs as an effective model
for the expansion of student opportunities in advanced practice
settings.
Put On Your Thinking Caps: de Bono’s Six Thinking Hats
Method as an Approach to Ethical Dilemmas in Pharmacy.
Mary Powers, Judy Jones-Walker, University of Toledo.
Objectives: This project allows students to: Develop effective
critical thinking skills; Develop effective collaborative prob-
lem-solving skills; Learn parallel thinking concepts and tech-
niques and apply these to ethical dilemmas faced in pharmacy.
Methods: P-4 pharmacy students participate in a three-hour
session that focuses on Edward de Bono’s Six Thinking Hats
Method for critical thinking. Students are assigned to teams
consisting of 6–7 members. Ethical dilemmas are assigned to
each team and each team is required to agree upon a solution
for the ethical dilemma. The students’ approaches to resolving
the ethical dilemmas are examined before and after learning
the Six Thinking Hats Method. Results: Student responses to
questions about their individual experiences with the group
problem-solving process and the groups’ ultimate decisions
are compared for the dilemmas confronted before and after
learning the Six Thinking Hats Method. Students also evaluate
the course upon completion. Implications: The Six Thinking
Hats Method has been used as an approach to clarify and sim-
plify complex situations in a variety of work environments.
Pharmacists are often faced with ethical dilemmas and diffi-
cult decisions associated with these dilemmas. The Six
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Thinking Hats Method may provide a useful approach to clar-
ify the salient elements involved in ethical decision-making
and help pharmacy students as future pharmacists to arrive at
satisfactory solutions for ethical dilemmas.
Advancing Community Pharmacy Practice Through
Collaboration: Building Upon Didactic Coursework With
Experiential Training to Enhance Student Learning.
Kristin Casper, Christine Murphy, Ohio State University.
Objectives: Through the collaborative efforts of the instructor
of a community pharmacy elective course and the coordinator
of intermediate practice experience (Year III), we will; 1)
Establish a skill set students need to implement expanded
patient care services in a community pharmacy practice set-
ting; 2) Assign students to a preceptor who is willing to imple-
ment expanded patient care services; 3) Enhance student learn-
ing and patient care via student-driven projects. Methods: A
two-hour community pharmacy elective course is currently
offered to students in the Doctor of Pharmacy program. The
students are required to develop a project describing an
enhanced patient care program that could be implemented in a
community pharmacy. Following completion of the course,
some students are assigned for two consecutive ten-week quar-
ters to community pharmacies to implement their class proj-
ects. In concert with their preceptors, the students were
instructed to identify the most appropriate enhanced patient
care service, determine both criteria and a timeline for imple-
mentation, and then attempt to implement some portion of the
project. After the rotations are completed, (June 2004) the
projects are sustained by the preceptors and/or staff including
students or interns. Evaluation of the process will include stu-
dent surveys, preceptor surveys, and optional surveys for
patients impacted by the newly implemented programs.
Implications: 1) Provide students opportunities to implement
patient care programs and experience related rewards and
challenges of changing pharmacy practice: 2) Advance com-
munity pharmacy practice by providing new ideas and extra
manpower: 3) Enhance existing practice sites for future expe-
riential rotations.
A Continuous Improvement Program for Discovery Maps.
Theresa Salazar, Patrica Chase, Butler University. Objectives:
This project continues the scholarly inquiry of the concept of
Discovery Maps in a capstone Clinical Case Study course, and
represents three years of work in the continued development
and improvement of the concept. The poster will describe
methods to improve Discovery Maps by implementing a vari-
ety of assessment and evaluation techniques thereby continu-
ously improving the curriculum. Methods: Teams of third
year pharmacy students were assigned a disease state. Each
team completed a comprehensive review of the curriculum and
developed a Discovery Map and a monograph. Students
review, clarify, and synthesize knowledge, skills and attitudes
gained from each course in the professional curriculum to
develop the Map. Assessment strategies included self, peer and
faculty reviews. Each team also prepares a letter to the
Curriculum Committee recommending improvements based
on their findings. Students complete end of year evaluations
regarding the usefulness of the Discovery Map in preparing
16
them for experiential rotations. Results: Significant improve-
ments have been made to the Discovery Map concept over the
last three years. This poster will present and discuss these
improvements with additional discussion of projected
enhancements and applications of the concept. Implications:
Discovery Maps not only assist students by deepening their
understanding of specific disease states, they provide an excel-
lent review of concepts prior to starting experiential rotations.
Information gained from the Discovery Maps can be a signif-
icant part of the curricular review process in the college.
Finally, Discovery Maps provide entering students with a
roadmap to assist them in understanding the professional cur-
riculum.
Use of Health Promotion Posters to Enhance Self-Care and
Awareness. Bruce Clayton, Paula Ceh, Butler University.
Objective: The purpose of this project is to demonstrate to
students that they can be health promoters. Methods: To assist
students in developing skills in health promotion and educa-
tion, groups of 3 students prepare three health promotion
posters targeted to college-age students. Assigned topics per-
tain to issues of nutrition, dietary supplements, herbal reme-
dies and self-care. Standard poster board is used for the back-
drop. The posters are evaluated by faculty and account for
20% of the course grade. A paper accompanies the displayed
poster. It contains: a) participants’ names, b) title or subject of
the poster, c) objectives or key points, d) brief discussion of
the topic, e) conclusions or recommendations, f) bibliography,
g) critique of quality of references, and h) 5 multiple-choice
questions. Results: The poster presentations have been a
requirement of the Self-Care and Health Promotion course for
3 years. Observations: The quality and creativity of posters
have steadily improved each year students are exposed to
many more topics than presented in the curriculum course
evaluations consistently rate the posters as one of the 3 Best
Things about the course (Posters were good, helped under-
stand the material; Posters; so nice to have grades other than
exams!!). Implications: The goal of making students aware of
their responsibility and capability to be health care educators
is being achieved. Poster creation will continue as a part of the
course. In Fall, 2004, recitation has been scheduled for each
group to briefly present their posters to the class to reinforce
key points.
Public Health From an Environmental Perspective:
Encouraging Students to Save the Rain Forest and Culture
a Study of Medicinal Plants in Peru/Amazonia. Ruth
Nemire, Dean Arneson, Barbara Brodman, Nova Southeastern
University. Objective: To develop a course in Amazonia fos-
tering interest in, the ethnobotany of plants, preservation of the
rain forest, cultural diversity a new world view and developing
an awareness of the impact pharmacists can have on public
health. Methods: Three years ago, faculty members visited an
animal and plant reserve in Iquitos, Peru to discuss the devel-
opment of course goals and objectives and activities.
Researchers from IMET, a Peruvian medicinal plant program,
agreed to teach classes in the ethnobotany, medicinal chem-
istry, toxicology and pharmacology of various South American
plants. An example of the plants is Una deGato, which is wide-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
ly used in the United States The didactic lectures include top-
ics, in pharmaceutics and discussions of research methods and
ethical issues, in cultural diversity and understanding the Latin
American cultures. Students participate in the local culture and
are provided an opportunity to meet with shaman and local
indian tribe members. Results: Upon completion of the
course, students who achieve the goals and objectives are bet-
ter prepared to assist patients, physicians and other health care
professionals in decisions about use of non-traditional medi-
cines and use in Latin American culture. Implications:
Involving students in courses that stretch their knowledge,
their perseverence and their cultural awareness enables them
to become a well rounded health care professional. They learn
that becoming a pharmacist is not just about learning drug
facts. Courses like this require that students work on extending
their professional attitudes. Training students to practice in this
manner, will further the professional practice of pharmacy.
Development of an Advanced Practice Experience in
Internet Health Education. Anne Hume, Erica Estus, Brian
Felice, Clinton Chichester, University of Rhode Island.
Objective: To develop an advanced practice experience in
Internet Health Education. Methods: As part of a National
Library of Medicine grant to develop a portal of quality Web
sites, an advanced practice experience in Internet Health
Education was created for fourth year Doctor of Pharmacy stu-
dents. The primary goals are to develop an understanding of the
application, as well as potential risks and benefits, of using
health information from the Internet in promoting consumer
involvement in their own healthcare, as well as to improve the
students’ appreciation of health literacy, adult learning and cul-
tural issues affecting healthcare decision-making. Every week,
the student was at four sites serving poor or elderly consumers
who varied in their experience with the Internet. Later rotations
incorporated a major project evaluating a recent controversy
and Web sites related to the issue such as PSA screening for
prostate cancer. Results: Six students completed the 5-week
rotation during the 2003–2004 academic year. Activities
involved working with consumers at the sites to encourage and
support use of the Internet, teaching computer use and Internet
searching strategies, and answering healthcare questions using
the Internet. Student feedback from successive rotations result-
ed in continual revisions. Greater understanding of health liter-
acy issues was identified by all students as a primary benefit
and was applicable to subsequent rotations. Implications: As
consumer use of the Internet for healthcare decisions grows,
pharmacists must be aware of the potential risks and benefits of
many Web sites. (Funded in part by NIH grant #G07
LM0774–01.)
Facilitating Effective Use of On-line Health Information by
Consumers. Anne Hume, Clinton Chichester, Brian Felice,
Erica Estus, University of Rhode Island. Objectives:
Implement a web portal containing links to high quality health
information, educate pharmacy students to assist consumers in
Internet navigation and search strategies, and facilitate inter-
pretation of healthcare information by consumers using fourth
year Doctor of Pharmacy students on advanced practice rota-
tions. Methods: In October 2002, the College received a grant
17
from the National Library of Medicine to fund a project
increasing the access of underserved Rhode Islanders to high
quality information on the Internet. Faculty and professional
degree students developed a web portal (www.uri.edu/e-health)
which is linked to Web sites that have been systematically eval-
uated for their content and quality. Students in several courses
evaluated Web sites for inclusion using standard tools, as well
as students on the Internet Health Education clerkship. A
Spanish language version has also been created. Results: Over
400 Web sites have been included in the web portal which
undergoes continual revision. Our experience using standard-
ized tools has identified basic problems in that many high qual-
ity Web sites intended for consumers have a very high reading
level. The web portal is currently being advertised to con-
sumers, as well as to colleagues in other health professions
especially for their advanced practice students on clinical rota-
tions in the community. Implications: Pharmacists should be
increasingly aware of consumer use of the Internet for health-
care decision-making especially with regard to limitations to
the available on-line information. (Funded in part by NIH grant
G07 LM0774–01.)
An Elective Course to Prepare Students to Meet
Pharmacist Responsibilities in Bioterrorist Response
Teams. Richard D'Elia, Allana Panzarella, Palm Beach Atlantic
University. Objectives: To develop and implement a course
enhancing knowledge of opportunities for pharmacists and
pharmacy students in bioterrorist emergency response. To sur-
vey pharmacy schools to investigate faculty and student aware-
ness and participation in the National Pharmacist Response
Team (NPRT), a subsidiary of the National Disaster Medical
System. Methods: A joint collaborative effort between instruc-
tors and students to discuss infectious diseases with potential
for use as bioterrorism agents. Instructors provide students a
basic understanding of the history and use of selected diseases
in bioterrorism: anthrax, smallpox, plague etc. Integral to the
course is a detailed presentation by the Palm Beach County
Emergency Preparedness Coordinator about local mass casual-
ty response preparedness. With this perspective on bioterrorist
potential and local response capabilities, students contribute to
the course by delivering formal presentations on the potential
use of viral hemorrhagic fevers, Q-fever, ricin, and agents caus-
ing tularemia and brucellosis. Course outcomes encourage and
prepare students for involvement in the NPRT. Student evalua-
tion includes the ability to: recognize clinical presentations of
selected biological agents; recommend appropriate antimicro-
bial and supportive treatments; and plan for mass prophylaxis
and/or vaccination administration. Implications: This course
prepares students for current and future involvement in meeting
pharmacists’ responsibilities in large-scale disaster response
teams. The national survey will evaluate faculty and student
awareness and participation as health care professionals in anti-
terrorist activity response teams. Survey results will be used to
monitor and/or stimulate involvement of pharmacists and phar-
macy students in the NPRT.
Development of a Distance-Based Advanced Experiential
Education Program. Maryann Skrabal, Rhonda Jones,
Creighton University. Objectives: To develop and implement
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
a distance-based advanced experiential education program for
the web-based doctor of pharmacy pathway. Objectives of the
new program included: (i) adequate site development/acquisi-
tion to accommodate additional students, (ii) insure quality
preceptors, sites, and experiential education, (iii) develop a
preceptor training program, and (iv) integrate the distant and
campus-based clerkship scheduling process. Methods: The
Office of Experiential Education was formed to enhance the
cohesiveness and integration of the experiential program. An
additional faculty and staff member were hired to develop and
implement the distance-based program. The Office addressed
the issues of: new site/preceptor acquisition and development;
preceptor/site quality assurance and training; clerkship sched-
uling logistics; and budget. Results: Sixty students per class
are enrolled in the web-based pathway. Students were allowed
to contact potential sites in their local area. Preceptor and site
information was submitted to the Office via a web form. The
Assistant Director contacted the potential preceptors to assess
quality of the site, preceptor, and student training according to
established criteria. Students unable to find quality sites in
their local area were assigned to Omaha sites. The Office
implemented the Education Management System (EMS) soft-
ware to assist with clerkship scheduling logistics. The Office
structure, number of acquired new sites, both local and distant,
preceptor training program, and logistical challenges will be
presented. Implications: The information presented will be
used to (i) assist with quality improvement of the experiential
program and Office and (ii) assist other schools who face sim-
ilar issues and challenges.
Utilization of Longitudinal Case Studies in a Graduate
Course in Women’s Health. Damary Castanheira, Maria
Sulli, St. John’s University. Objectives: To determine the fea-
sibility and student satisfaction with the incorporation of lon-
gitudinal case studies as a teaching tool in a practitioner-option
Doctor of Pharmacy course in women’s health. Methods: The
course is offered as a graduate-level elective for students
enrolled in the Practitioner-option Doctor of Pharmacy
Program. To maximize student participation in the course,
interactive workshops were incorporated. The students were
divided into small groups that would work together throughout
the semester. Each group was provided a case study patient
that matured from puberty to a post-menopausal state through
the semester. At each workshop, the students were to present
their patient update and pharmaceutical care plan to the class.
The students assessed the course and utility of the longitudinal
case studies with a survey using a Lichert scale and some areas
for free text for students to offer suggestions. Results: In
Spring 2003, 21 students enrolled in the class and divided into
4 groups with 4–6 students per group. Overall the students felt
the class met the objectives, workshops were helpful, amount
of outside of work was appropriate and peer assessment was
useful (mode=5 for all). Implications: Women’s health is a
longitudinal topic. The new design of the course allowed stu-
dents to gain a greater appreciation for this and allowed them
to practice their pharmaceutical care planning skills in a more
realistic simulation during the workshops. We plan to alter the
topics and to revise the assessment forms to reflect the ele-
ments of the workshops.
18
Fostering Diversity in the Health Care Professions: The
“Creando Futuros” (Creating Futures) Program. Ana
Quiñones, George Alvarez, Nader Acevedo, George
Humphrey, Massachusetts College of Pharmacy-Boston.
Intent: The “Creando Futuros” (Creating Futures) Program,
sponsored by the Massachusetts College of Pharmacy and
Health Sciences (MCPHS) is a school to health professions
college-based experience for high school students from
Latino(a) origin. Students can select one of two academic
offerings: 1) an academic yearlong program consisting of
courses and meetings held at MCPHS two Saturdays a month
from February through June, or 2) a more intensive Summer
Institute held at MCPHS on every Saturday in July and
August. The program’s curricular and the extracurricular proj-
ect-based learning activities planned for both offerings are
designed to continue and further enhance the academic
achievements of the students by directly focusing on the health
professions and health sciences courses. The recruitment goal
for both programs is 30 students. Students interested in the
program have to complete an admissions process consisting of
an interview with the instructor, academic assessment, appli-
cation form and a letter of academic purpose. Upon the suc-
cessful completion of either program, the student will receive
a certificate of completion from MCPHS. Implications: The
long term goal of the “Creando Futuros” program is to
increase the number of educationally underserved students
who stay in school, enroll in college, earn college degrees, and
return to the community as health professionals, health care
leaders and mentors to future generations of pharmacists and
other health care professionals.
Student Self-Reflection on Serum Blood Glucose
Monitoring During a Diabetes Care Course. Kenneth
Keefner, Karen O'Brien, Maryann Skrabal, Creighton
University. Objectives: To determine what learning, insights
and discoveries occur when students are required to self-mon-
itor blood glucose (SMBG) with no meter training. Methods:
Eighty-five P3/P4 students registered for a diabetes care elec-
tive. One day prior to the program, students were issued a new
glucose monitor kit and told to monitor three times daily at
specific times, over a three-day period. One 3AM reading was
required. No further instructions were provided. At the con-
clusion of the course a self-reflection (SR) was required.
Results: Student SR responses were categorized into SMBG
Technical Skills (learning SMBG technique), Attitudinal Self-
discovery (identifying educational needs, support, understand-
ing, judgmental attitude and patience with patients),
Professional Realization (needed background information,
ability to transfer information to patient), Quality of Life
Issues (pain/discomfort associated with SMBG testing, incon-
venience, frustration, need for daily planning, personal real-
ization of the impact that recommending SMBG has on
patients daily lives). Nineteen students did not perform the
3AM determination and their reasons for noncompliance were
shared with the class. Implications: SR exercises revealed to
students their attitudes about caring for patients with a chron-
ic disease. Students perceived that education empowers
patients to manage diabetes and prevent complications.
Additionally, most students became cognizant of the quality of
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
life issues associated with diabetes and chronic illnesses. This
new awareness should foster an attitude of empathy and com-
passion in students caring for diabetic patients.
The Use of Video Critiques as a Patient Counseling
Assessment Tool in the Classroom. Erin Holmes, Alicia
Bouldin, University of Mississippi. Objectives: While the
most effective means of evaluating a student’s ability to coun-
sel patients is by assessing their skills in a simulated pharma-
cy setting, not all pharmacy schools are equipped with facili-
ties or curricular space to accommodate simulated counseling.
Employing subjective rating scales or other measures upon
viewing a recorded counseling session in lieu of simulated
counseling may fall short of adequately assessing students’
abilities to effectively counsel. To overcome these limitations,
the investigators developed a video critique assessment based
on the Indian Health Service (IHS) patient counseling model
to enable students to: 1) identify activities most likely to con-
tribute to optimal patient outcomes, 2) identify major flaws in
the counseling pharmacist’s contributions to the interaction
and 3) explain how the interaction could be improved.
Methods: The investigators scripted and recorded counseling
sessions that were conducive to assessment questions that fol-
lowed each of eight video segments for the purpose of captur-
ing assessable counseling elements or counseling “mistakes.”
During evaluation, each segment was played with adequate
pauses in between for students to respond to corresponding
assessment questions. Students’ assessments were evaluated
according to a point system integrated into the assessment
tool. Implications: Overall, students responded well to this
assessment methodology and were confident in their ability (as
were the instructors) to meet the above objectives as a result of
this evaluation. This assessment served as part of students’
overall patient counseling evaluation, whereby supplemental
assessments were employed to provide a broader picture of
students’ mastery of patient counseling.
Applying Technology to Drug Information Instruction: An
Interdepartmental, Cooperative Approach. Amy Allison,
Sheila Newman, Laurel Ashworth, Mercer University
Southern School of Pharmacy. Objective: To describe an
interdisciplinary approach to utilizing technology in entry-
level drug information (DI) courses to provide quality individ-
ualized instruction to large classes while simultaneously creat-
ing an environment wherein the training process mimics phar-
macy practice settings. Methods: First year pharmacy stu-
dents were schooled in the systematic approach to answering
DI inquiries. A programmed learning text was written and
loaded onto WebCT. A databank of 300 DI questions was cre-
ated. Respondus was used to randomly generate 20 question
exercises for each student and to facilitate grading exercises
within WebCT. In a separate exercise to develop students' abil-
ities to create and execute search strategies, personal instruc-
tion by librarians and online tutorials were used to train these
same students in ways to procure primary and tertiary litera-
ture through online databases including the National Library
of Medicine, STAT!Ref, and Ovid. Results: Instructors were
able to cover more material in greater depth through the use of
innovative technology-supported teaching tools. Student satis-
19
faction surveys submitted anonymously indicated that students
embraced the technology and virtuality it afforded them to
learn on their individual timetables. Furthermore, students
wanted the comfort level provided by the ready availability of
an interdisciplinary support staff. Implications: Librarians,
academic computing specialists, and pharmacists working
together can provide students with quality, state-of-the-art,
diverse drug information instruction on a level beyond that
realized in the same time frame using traditional methods. The
importation of technology into a curriculum is a cost-effective
way to instruct large numbers of students without compromis-
ing the quality of instruction.
Large Class Clinical Case Discussions on Multiple
Campuses Using Interactive TV. Timothy Stratton, Rodney
Carter, Melissa Bumgardner, University of Minnesota.
Objectives: Evaluate the effectiveness of conducting clinical
case discussions for 161 first year pharmacy students simulta-
neously on two campuses 160 miles apart using Interactive
Television (ITV) and faculty facilitators at each site. The
process would be considered successful if it 1) Engaged stu-
dents on both campuses; 2) Inc the broader experience base of
more students; 3) Used technology to enhance the richness of
the discussion. Methods: 111 first-year students on the
University of Minnesota College of Pharmacy Twin Cities
campus and 50 students on the Duluth campus utilize ITV to
discuss Pharmaceutical Care Plans which they develop from
clinical cases. Faculty facilitators at each site jointly moderate
discussion for all 161 students. A “Code of ITV Etiquette” is
followed to optimize speakers being seen and heard at both
ends. Students connect to the College’s wireless Internet net-
work using their PDAs to provide feedback on questions or
controversies in the case. Results are displayed at each sites to
stimulate further discussion. Students and faculty are surveyed
regarding the perceived usefulness/effectiveness of ITV.
Results: Faculty and student ratings of their experiences in the
discussion are mixed. On-site faculty are comfortable interact-
ing with remote students via ITV but find it difficult to assess
remote students’ understanding through body language and
facial expressions. Implications: ITV provides a unique
approach for conducting clinical case discussions in large
classes involving two campuses. Students may benefit from
the broader background of a larger group of discussants and
the immediate feedback from online class responses.
Message Board Assignment - A Rudimentary Journal
Club. Karen Sauer, University of Arizona. Objectives: An
assignment using message board software was developed to
increase student awareness of medical information provided
by the lay press, increase student skills in locating literature
resources, and develop skills for conducting an article critique
similar to a journal club. Methods: The assignment was
implemented in a drug information course offered the second
year of a four-year program after completion of a research
design course. The assignment was developed using
UBB.classic TM software, a message board program. Each
student located a health-related research article from a news-
paper and compared this article to the associated biomedical
journal article reporting the research. Students prepared and
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
submitted responses to 14 questions using both sources. The
instructor gave feedback and, after revision, the responses
were posted on the message board by the instructor. Students,
using anonymous display names, then began the discussion
phase with the “author” student answering questions and pro-
viding clarification. Results: Students were assessed by the
instructor using a scoring rubric developed for this assign-
ment. Based on course evaluations, 85% of the responding stu-
dents felt their assignments were useful. It was apparent from
posted comments made during the discussions that students
were connecting information covered in the research design
course to their understanding of the posted material.
Implications: Students were provided a skill-building oppor-
tunity outside of the scheduled class time. This experience
helped prepare for a journal club presentation required during
fourth year rotations. Slight modifications have been made for
the second application of the assignment.
Incorporation of Triage Skills Into the PharmD
Curriculum. Catherine White, Cham Dallas, Ed Rollor,
University of Georgia. Objective: To develop, implement and
evaluate a program for teaching triage skills to PharmD stu-
dents. Methods: Triage skills were incorporated into Disaster
Training for Health Care Professionals, an elective course in
the PharmD program. Several triage methods were taught in a
didactic setting, including Simple Triage and Rapid Treatment
method. Computer exercises, which presented a series of vic-
tims from a mass casualty event, were used to illustrate how
quickly medical services can become overwhelmed and to
allow students to separate patients into immediate care, delayed
care, minimal care or expectant (no care) categories. Finally,
students participated in a live exercise, which included 20 to 75
victims. Students were evaluated by their performance on com-
puter and live exercises. Results: Ninety-eight students have
completed the elective over a 3-year period. Overall evaluation
of the triage computer exercises (mean score of 4.3/5) and the
live exercise (mean score of 4.4/5) was positive. Students want-
ed additional class time and feedback for triage training (4.0/5).
In the analysis of the computer simulated patients and live exer-
cise, students had the greatest difficulties in differentiating
which patients needed immediate care from those who should
be placed in the delayed care category and in accepting that
some patients will not be treated. Implications: Pharmacists
will play a significant role in triage during natural and terrorist
mass casualty events. It is essential that we provide PharmD
students with the triage and first aid skills required for first
receivers of patients after a mass casualty event.
Moving Student Course Evaluation Into the 21st Century:
Results of Pilot-Study. Heidi Anderson, Eleanora Bird, Jeff
Cain, Stephanie Aken, University of Kentucky. Intent: The use
of web-based course evaluation systems is relatively limited in
higher education (Thorpe, 2002). Literature indicates various
advantages and disadvantages of using this approach. A pilot-
study was conducted to compare web-based course evaluation
with traditional paper format. Methods: A web-based evalua-
tion was prepared containing the university course evaluation
questions and pilot-tested in 3 required courses in each of the 3
professional years. Students in each year evaluated the other
20
courses using the paper process. A survey of students’ percep-
tions regarding web-based vs paper format was conducted.
Results: Over 80% of the students completed the web-based
evaluation. Results reveal students’ believe the web-based for-
mat allowed them to provide more effective and constructive
feedback than the paper format (>79% and >73% agree to
strongly agree). Their comments included: The online evalua-
tions allowed me to think about what I was going to comment
on; also it was much more convenient. I think the online eval-
uations are a much better gauge of how we feel about the class.
One suggestion is that we not have just one evaluation at the
end of the semester because we tend to forget things we
like/dislike about the lecturers/material early in the
semester.our classes are broken up into blocks of material with
different lecturers for each section. It may be beneficial to com-
plete a survey after each instructor finishes his/her section.
Implications: Collecting immediate feedback from students
while the information is fresh may provide valuable data for
course review.
A Series of Three Competency-Based Introductory
Pharmacy Practice Experiential Courses. Christopher
Turner, Ralph Altiere, Carrie Maffeo, Connie Valdez,
University of Colorado Health Sciences Center. Objective: To
implement three competency-based introductory pharmacy
practice experience (IPPE) courses in a new entry-level
Pharm.D. program with the objective to improve students’
understanding of, and ability to utilize, the CAPE competencies
required to render pharmaceutical care. Method: A sequence of
three 2nd and 3rd year IPPE courses integrated with the
school’s organ system-based didactic and laboratory skills
classes were created. The primary component of each course
was eight community pharmacy visits to conduct OTC coun-
seling and health-promotion and disease prevention activities.
The primary method of assessment was based on the CAPE
outcome competencies. Students were required to write state-
ments that described their counseling activities, link each state-
ment to a CAPE competency, and self-assess their level of
competency. Each student, for selected CAPE competencies,
was required to reach a pre-set number of competency state-
ments graded exceeds or meets expectations by the course
directors to pass each course. Students whose work was graded
below expectations were required to revise and re-submit their
work or submit replacement statements. Results: Preceptors
and students agreed that the course objective was met. The stu-
dents reported that they derived satisfaction from interacting
with patients and that their level of competency increased
throughout the three courses. The preceptors reported that the
students’ activities were appropriate and that their work was
valuable. Conclusions: 2nd and 3rd year students in a series of
three new entry-level Pharm.D. IPPE courses improved their
CAPE pharmacy practice competencies, increased their self-
confidence in rendering pharmaceutical care, and provided
valuable patient care services.
Implementation of a Public Speaking Component in
Communications Skills Course. Karen Daniel, Miriam
Metzner, Michelle Assa-Eley, Nova Southeastern University.
Objective: To incorporate a public speaking component in the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
communications skills course and to provide public service by
educating high school students about the dangers of tobacco.
Methods: Second-year pharmacy students at Nova
Southeastern University received a didactic lecture on the
transtheoretical model in relation to smoking cessation.
Students were given a reading assignment to provide them
with baseline knowledge of the dangers of tobacco and meth-
ods for assisting patients in smoking cessation. Over the
course of two weeks, students practiced their skills in small
group exercises. For the presentations, students were divided
into teams of three. Each team was equipped with videotaped
vignettes, accompanying exercises, and materials for the pre-
sentations. Teams then visited local high school health classes
and presented the tobacco education to each class period.
Homeroom teachers evaluated the presentations. The tobacco
project accounted for fifteen percent of the pharmacy students’
communications skills grade. Results: Forty-four teams of
pharmacy students visited twenty-two high schools in
Broward County, Florida. The dangers of tobacco were com-
municated to an estimated 5,440 students in ninth and tenth
grade. Based on evaluations from the high school teachers, the
program was very positively received by the high school stu-
dents and the teachers. Pharmacy students found the public
speaking experience to be both challenging and
rewarding.Implications: Incorporation of a public speaking
component in a communications skills course provides valu-
able experience for pharmacy students and is an effective
means of conveying important public health information to
high school students.
Developing a Protocol for Health Screening Events
Sponsored by Butler University College of Pharmacy and
Health Sciences Professional Student Organizations. Lauren
B. Angelo and Carrie Maffeo, Butler University. Objective: To
create and implement a best practice model for college-spon-
sored health screening events. Methods: A protocol was devel-
oped to provide student and faculty advisor members of profes-
sional organizations with a step-wise approach to health screen-
ing activities. The protocol accounts for legal and regulatory
requirements, testing proficiency, documentation of patient care
activities, and financial accountability. Additionally, checklists
were created to guide the preparation and screening process for
four common disease states: dyslipidemia, diabetes, hyperten-
sion, and osteoporosis. These checklists contain information
pertaining to supplies and testing equipment needed, facility
assessment and space allocation, documentation forms, and
patient education materials. The protocol and checklists were
presented to faculty for review and discussion. Professional stu-
dent organizations interested in offering the screening services
will be educated on all components of the protocol. Outcomes:
All health screening events planned by faculty and/or profes-
sional student organizations of Butler University College of
Pharmacy and Health Sciences will be based on the protocol and
checklists provided to them. Implications: A standard of prac-
tice for health screening events will be implemented to ensure
an organized preparation process, screening efficiency, testing
reliability, and adherence to regulatory requirements. This will
provide consistent and high quality care for patients.
21
Cultural Competency Curriculum Enhancements and
Evaluation. Sarah Westberg, Patricia Lind, Melissa
Bumgardner, University of Minnesota-Duluth. Objectives: To
evaluate and improve the cultural competency curriculum at
the University of Minnesota College of Pharmacy. Methods:
At the completion of the 2002–2003 school year, first year
(PD1) students were assessed as to how prepared they felt to
care for patients from different cultures. A new cultural com-
petency curriculum was developed and introduced in the fall
of 2003, which included a small group activity, a lecture with
case discussions, the BaFa BaFa cultural simulation game, and
the reading and discussion of a cultural narrative. Pre-surveys
were administered to the entering PD1 students in Fall 2003,
with follow-up post surveys to be administered in Spring
2004. These surveys will be evaluated to determine the impact
of this new curriculum. Students also completed a written
reflection of the BaFa BaFa experience, and the major themes
from these reflections will be evaluated. Results: After com-
pleting the original curriculum, only 5% of the 2002–2003
PD1 students felt strongly that they were confident in caring
for patients from a different culture. Preliminary reviews of the
BaFa BaFa reflections illustrate that the students have gained
an understanding of the impact of culture. The evaluation of
the pre and post surveys of the 2003–2004 PD1 students will
be conducted at the end of the semester. Implications: As
spring of 2004 marks the completion of the first implementa-
tion year of this new curriculum, it is premature to predict the
impact until the surveys are completed. However the BaFa
BaFa reflections and anecdotal student feedback has been pos-
itive.
Introducing Pharmacy Students to the Management of
Clinically Complicated Geriatric Patients Through an
Innovative Geriatric Elective Course. Monica Mathys, Tara
Storjohann, Michelle Chui, Midwestern University-Glendale.
Objective: To assist students in developing enhanced evalua-
tion skills to accurately assess geriatric patients with multiple
disease states and polypharmacy issues. Methods: Four
patient charts are given throughout the academic quarter, two
ambulatory and two inpatient. Each patient has at least 5 active
diagnoses and 10 medications. Patient information is organ-
ized in a chart format containing all sections included in a real
medical chart. Students perform an extensive review based on
the material given in the chart and document their recommen-
dations using a SOAP note format. Students participating in
the elective are in their last quarter of didactic studies. The two
course instructors are pharmacy practice faculty who special-
ize in geriatric pharmacy, one at an outpatient geriatric clinic
and the other at an inpatient skilled nursing facility. Results:
A total of 72 students were enrolled in the elective course for
the year 2003. Repeated Measures MANOVA indicated statis-
tically significant increases in project grades over time, sug-
gesting that students’ review processes improved with prac-
tice. Based on course evaluations, students have been extreme-
ly pleased with the projects and felt they have learned valuable
information in assessing geriatric patients. Implication: This
course helps bridge the gap between what the students have
learned in their didactic teachings and applying this knowl-
edge to a complicated clinical patient scenario. This course
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
further prepares students for assessing the typical geriatric
patient during their clinical rotations and future careers.
Concept Mapping Aids Learning of the Pharmaceutical
Care Process. Kara Townsend, Janelle Krueger, Wendy
Duncan-Hewitt, Kem Krueger, Auburn University. Students
are often asked to follow stepwise procedures while learning
to provide pharmaceutical care. Many students are unaware of
the reasons for those steps and the cyclical nature of the
process. Purpose: To use concept mapping to integrate the
process and components of pharmaceutical care in a group of
first, second, and third year students. Methods: The idea of
concept mapping was briefly presented. Students developed a
list of concepts associated with the care process based on one
student’s case presentation. Then they used two sample phar-
maceutical care methodologies to develop their individual
concept maps. Working in trios, students developed hybrid
maps. From these maps, the best one was selected and modi-
fied by the entire group. Results: Students reported the fol-
lowing insights from the process: The map diagrams what we
think subconsciously and provides a process to follow. Putting
the process on paper showed us what we knew and what we’re
missing. It underscores the fact that the care process is dynam-
ic and if one part is neglected, every other part is affected.
Using small groups to compare our individual maps was use-
ful because it forced us to think about the process more than
we would have in a large group. Having P1, P2, and P3 stu-
dents in each group was useful because each class has areas
expertise based on their courses. Implications: The pharma-
ceutical care process concept map can be used to facilitate stu-
dent’s understanding of the care process.
Introduction to Nuclear Pharmacy: An Online Course
Available for Elective Offerings. Nicki Hilliard, Carla Coley,
Kristina Wittstrom, Buck Rhodes, University of Arkansas for
Medical Sciences. Objectives: To expand pharmacy student
access to elective didactic courses and to allow them to learn
about career opportunities within the specialty area of nuclear
pharmacy. Methods: Introduction to Nuclear Pharmacy is an
online course utilizing WebCT that was developed by the
Nuclear Education Online (NEO) (www.nuclearonline.org),
an educational consortium between the University of Arkansas
for Medical Sciences and the University of New Mexico. This
course, together with an accompanying reference library will
be available to schools of pharmacy for use by faculty (or local
nuclear pharmacists) to facilitate course instruction. Students
will have access to the course materials and learning will be
facilitated by instructors that have designer access to manage
the course or adapt the material and assignments as desired.
The Introduction to Nuclear Pharmacy course will be available
for the fall semester 2004. Results: Nuclear pharmacists are
often interested and available to teach at their local college of
pharmacy, but they have limited time and resources to devel-
op course materials, including lectures, course notes, exams,
and reference materials. All of these course materials have
been developed for the online course. This will allow the stu-
dents to be introduced to the field of nuclear pharmacy and
allow the colleges to expand their elective course offerings
with very little time and resources invested. Implications:
22
This program may ease the burden of offering specialty elec-
tives and ultimately aid in reducing the national shortage of
nuclear pharmacists. It will also serve as a model for further
elective offerings.
“Silver Scripts”: Practicing Pharmaceutical Care Through
Community Outreach to Underserved Seniors. Teresa
Donegan, Melissa Somma, Meredith Rose, Gary Stoehr,
University of Pittsburgh. Objectives: The “Silver Scripts”
project provided first year students with an environment to
develop interpersonal skills, professionalism, culturally
responsive caring, and social responsibility. Methods: In the
classroom, faculty modeled expected site/patient interactions
and taught students how to measure blood pressure. Faculty
preceptors and groups of ten students visited one of ten senior
centers in underserved communities. During the first visit, stu-
dents measured blood pressure, performed a medication regi-
men review, and assessed senior's access to medications using
a “Pharmaceutical Care Work-Up” and a “Patient Medication
Accessibility” instrument. Preceptors assisted students with
patient education and provided interventions when drug thera-
py problems were identified. Results: Fifty-one percent of the
127 patients screened required drug therapy interventions.
During the follow-up visit students helped eligible seniors
enroll in pharmaceutical assistance programs. A multi-method
evaluation approach assessed student learning and the overall
effectiveness of the initiative. Preceptors and site contacts
evaluated students' professionalism (ie courtesy, respectful-
ness, organization), interpersonal skills (ie communication,
approachability), and cultural sensitivity (i.e. efforts to reach
audience, responsiveness to special needs). Application of
clinical principles was assessed through evaluation of student
SOAP notes. Students submitted reflections on lessons learned
and their perceptions of the significance of the service provid-
ed. Preceptors, site contacts, and students evaluated the over-
all effectiveness of the initiative, identified barriers encoun-
tered, and suggested improvements during de-briefing ses-
sions. Implications: Student and preceptor feedback validated
the project's clinical and educational efficacy and contributed
to students' sense of professional identity and appreciation of
the value of patient-centered practice.
Designing and Developing Pharmacotherapy Instruction
for Health Professional Students. Sherry Welliver, Kristin
Janke, University of Minnesota. Objectives: To develop
online pharmacotherapy instruction for physical therapy (PT)
students. To repurpose the content for nursing, radiation ther-
apy and respiratory care students. Methods: To aid in under-
standing a new student audience, physical therapists were
shadowed and interviewed and patient charts were reviewed.
A two-credit, online pharmacotherapy course in Rehabilitation
Pharmacotherapy was developed with each module including
learning objectives, handouts, audio presentations, practice
cases, self tests and a reflective exercise. Pharmacy students in
the honors program and on clerkships contributed to writing of
the course materials. Following the first offering, physical
therapy students evaluated the course. Results: As a result of
the evaluation, the content’s depth was reduced and the course
workload was redistributed. In addition, one instructor was
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
replaced and the exam format was made less complicated.
Content was revised to increase the emphasis on patient mon-
itoring parameters. A presentation from a physical therapist is
being added to increase the relevance of the content to physi-
cal therapy practice. Using input from additional professions,
a general online pharmacotherapy course was developed based
on the Rehabilitation Pharmacotherapy course. In addition,
Rehabilitation Pharmacotherapy is being repurposed for con-
tinuing education. Implications: When developing a pharma-
cotherapy course for health professional students, input from
faculty and practitioners is vital to ensure that the content is
practice relevant. Previous successes and problems can be
used to positively influence future new courses.
Comparison of Student and Faculty/Preceptor
Professional Attitudes, Values and Beliefs: Is There a
Disconnect? Beverly Talluto, Jennifer Tilleman, Amy
Schwartz, Creighton University. Objective: Discover and
compare the order of importance of professional attitudes, val-
ues and beliefs (professional factors) of faculty and students
using survey instruments. Methods: Two questionnaires were
developed by compiling professional factors from previously
validated professionalism survey instruments. The faculty/pre-
ceptor instrument, Professionalism Factor Analysis (PFA),
was administered (Spring 2003). The student instrument,
Pharmacy Profession Questionnaire (PPQ), was administered
to first, second, and third professional year Campus students
(Spring 2003) and to second and third professional year Web
students (August 2003). Ranking and means of similar profes-
sional factors from the two instruments were compared
between the Campus and Web students and between all stu-
dents and the faculty. Results: Forty-one faculty/preceptors
completed the PFA, 159 Campus and 32 Web students com-
pleted the PPQ. The means for each professional factor for
both student groups were similar; however, the overall ranking
between the students was different. A comparison of student
and faculty results identified a disconnect in the order of
importance of the common professional factors. Implications:
The observed disconnect in professional factor ranking
between faculty/preceptors and students may be a potential
cause of miscommunication and misunderstanding on the
expectations of professional behavior in the classroom and on
experiential rotations. Faculty/preceptor and student aware-
ness of the results may lead to self-reflection and modification
of professional behavior for both faculty/preceptor and stu-
dents. Activities to promote behavior modification will be
developed and evaluated to ensure awareness and demonstra-
tion of professional behavior.
Use of the ISMP Medication Safety Self-Assessment to
Teach Medication Safety in a Pharmacy Practice Skills
Lab. Shauna Buring, University of Cincinnati Medical Center.
Objectives: To implement a learning activity that teaches stu-
dents to evaluate medication safety processes and systems in a
pharmacy. To provide students opportunity to reflect upon
work experiences that relate to medication safety strategies.
Methods: The Medication Safety Self-Assessment from
ISMP is an instrument designed to help pharmacists assess the
safety of medication practices in their pharmacies. Practice
23
site specific instruments focus on the primary elements that
affect safe medication use: patient information, communica-
tion of drug orders, drug storage and distribution, staff compe-
tency and education, patient education, and quality process
and risk management. P1 students enrolled in a Practice Skills
Lab course were required to evaluate their workplace using the
instrument. Groups of seven students, facilitated by a faculty
member, shared information from this instrument and reflect-
ed on their work experience as it relates to medication safety.
This learning activity was graded pass/fail as determined by
completeness of the instrument and participation in group dis-
cussion. Results: Faculty-facilitated student discussions iden-
tified deficiencies and highlighted systems which might
improve medication safety. Each student reflected upon how
their workplace scored on the various elements within the
instrument, what processes were in place to ensure patient
safety, and how these processes were circumvented for timeli-
ness without realizing the relationship to medication safety.
Implications: The Medication Safety Self-Assessment pro-
vided an introductory experience to medication safety issues in
the pharmacy workplace. Faculty agreed to retain the success-
ful learning activity, but move it later in the curriculum for
improved integration with didactic teaching of similar con-
cepts.
Mapping of Professional Attitudes, Values and Beliefs in
Courses Offered, Time of Exposure and by Course
Activities. Beverly Talluto, Jennifer Tilleman, Creighton
University. Objectives: Discover where professional attitudes,
values and beliefs (professionalism factors) were introduced
and/or reinforced to the students by courses offered, time of
exposure and course activity in the School of Pharmacy and
Health Professions. Methods: A Professionalism Analysis
Pharmacy Faculty Survey (PAPFS) was developed by using
previously identified professionalism factors. Categories were
created to map student exposure to professional factors using
time spent in reported courses and types of course activities.
Activity types included: class objectives, classroom lecture,
informal discussion, lab exercise, formal event,
assessment/evaluation and feedback to students. The survey
was designed to elicit self reported, voluntary feedback from
pharmacy Instructors of Record. Results: Review of the data
indicated that a few faculty from the other two disciplines in
the School (OT and PT) may have responded to the survey.
The majority of responders were pharmacy faculty. The stu-
dents were exposed to all identified professional factors in
varying degrees except participation in religious events which
received no responses. The professionalism factors were pre-
sented a minimal mean of 2 hours in the following activities
(mean number of responses): feedback to students (3.9),
assessment/evaluation (3.8), class objectives (3.3), informal
discussion (3.6), classroom lecture (1.8), formal event (1.5),
lab exercise (1.2). Implications: The survey can be used as a
tool to map the extent of student exposure to and faculty
awareness of professionalism in the curriculum. To provide a
more accurate curricular mapping, the survey should be com-
pleted by all Instructors of Record in the required pharmacy
curriculum.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Caring and Learning With the Homeless: A Service
Learning Pilot Program. John Conry, St. John’s University.
Objective: To provide a service learning experience for clerk-
ship students, in which students provide medication consulta-
tion to the homeless. Process: Project Renewal is an organiza-
tion dedicated to renewing the lives of homeless men and
women in New York City (NYC). Similarly, St. John's
University is devoted to helping the poor. The College of
Pharmacy and Allied Health Professions at St. John's
University has developed a partnership with Project Renewal
to improve the healthcare of the homeless. Project Renewal
provides free medical service to the homeless via a mobile
health van that travels around NYC. The mobile health van
staff includes physicians, nurses and outreach workers. As part
of the partnership, a pharmacy practice faculty member from
the College provides medication consultation to Project
Renewal medical providers and patients approximately two
days per month. This faculty member has students on clerkship
throughout the year. As part of their clerkship experience, stu-
dents are invited to participate on the mobile health van.
Student activities include, providing medication recommenda-
tions to providers, utilizing physical assessment skills, writing
SOAP notes, labeling medications, and medication counseling
of patients. Students are provided the opportunity to apply
their pharmacotherapeutic knowledge in a setting in which
they simultaneously help the urban poor. This clerkship expe-
rience provides students with the unique opportunity to see the
challenges associated with caring for the poor and needy.
Assessment of student satisfaction and documentation of phar-
macotherapeutic interventions is ongoing.
Development and Use of a Rubric to Evaluate Parenteral
Products. Michael Brown, University of Minnesota. Intent:
Rubrics provide an objective, systematic method to assess stu-
dents and identify areas requiring additional emphasis.
Methods: A rubric was designed to evaluate students’ par-
enteral product preparations. 100 students each completed 5
preparations: two in rotations 1 and 2 (collaboration allowed)
and one in the practical (individual). Preparations were of dif-
ferent products of similar difficulty. Using the rubric, instruc-
tors evaluated students’ preparations in these areas: calcula-
tions, written procedure, product, and labeling. (Technique
evaluated separately.) Components were scored as “exception-
al,” “acceptable,” “needs improvement,” or “likely harmful”
based on corresponding descriptions. Preparations received
overall ratings: #S+#: 3+ “exceptional” and no “needs
improvement” or “likely harmful,” #S-#: any “likely harmful”
or 2+ “needs improvement,” and #S#: all other combinations.
Results: In rotation 1, 44% of preparations received S+,
48.5% received S, and 7.5% received S-. In rotation 2, 88%
received S+ (p<0.001 vs rotation 1), 8.5% received S, and
3.5% received S- (p = 0.062 vs rotation 1). In the practical,
results were 61% (p = 0.004 vs rotation 1), 33%, and 6% (p =
0.414 vs rotation 1), respectively. On the 500 preparations
there were 25 “likely harmful” ratings: 18 (72%) for labeling,
4 for procedures, 3 for calculations, and 2 for products.
Implications: The rubric was successful, as its implementa-
tion demonstrated improvement in optimal performance.
Although it did not demonstrate significant improvement in
24
harmful errors, it did identify labeling as a critical area requir-
ing special emphasis. Future strategies continue to push
toward the goal of no “likely harmful” and S- ratings.
MTGEC Interdisciplinary Geriatric Clinical Training.
Gayle Cochran, University of Montana. University of
Montana School of Pharmacy and Allied Health Sciences
hosts the Montana Geriatric Education Center (MTGEC), a
consortial effort of UM, Montana State University Bozeman
and Rocky Mountain College, Billings. Eight academic disci-
plines are involved in the MTGEC: pharmacy, social work,
physical therapy and clinical psychology (UM), nursing and
first year medical studies (MSU) and physician assistants
(RMC).The MTGEC initiative directly relating to health pro-
fessions students is Initiative IV: Interdisciplinary Geriatric
Student Training. The goals of the training are to involve stu-
dents: 1) in the care of geriatric patients, 2) in interdisciplinary
care planning, and 3) in working with students from other dis-
ciplines. Health professions student teams are formed in acute
care hospitals, long-term care facilities and home health agen-
cies. The teams meet weekly for at least three sessions, includ-
ing an orientation; discussion and preparation of an interdisci-
plinary (ID) care plan for a case study from the MTGEC cur-
riculum at the second; and discussion and preparation of an ID
care plan for an actual patient at the third meeting. Between
sessions, students are expected to interact in patient workup
and care plan preparation. Students evaluate the experience at
its end with follow-up evaluations at 1, 6, and 12 months.
Student performance is evaluated by the site coordinator.
Student response to the training is excellent, not only for the
opportunity to obtain geriatric training, but for the chance to
work with students from other disciplines. The biggest barrier
has been the difficulty in coordinating training schedules
among the programs.
Incorporating Interprofessional and Chronic Illness Care
Training Through the Development of a Primary Care
Practice Experience. Lisa Kroon, Andrew Leeds, Robert
Baron, Susan Janson, University of California-SF. Objectives:
1) To develop, implement and evaluate a curriculum for phar-
macy students and residents, nurse practitioner students and
medical residents (learners) on interprofessional care, chronic
illness care (CIC), and quality improvement (QI). 2) To devel-
op a novel primary care practice site to provide the above cur-
ricular training. Methods: Clerkship schedules were revised
so learners could be assigned at two UCSF primary care clin-
ics providing care to 450 adult patients with diabetes. Faculty
(pharmacy, medicine, and nursing) were identified to super-
vise learners. Interprofessional learner teams were formed to
provide patient care and collaboratively develop QI projects. A
diabetes patient registry was created to assist learners in these
projects. At the start of each rotation, learners were provided
with didactics on CIC, QI principles and interprofessional
care. The half-day/week clinical experience consisted of a 90-
minute QI conference followed by patient visits. Learners
completed pre/post-surveys evaluating their knowledge and
skills on CIC/QI and the rotation. Results: Since July 2002, 30
pharmacy and 25 nurse practitioner students, and 42 medical
residents have completed the training. Learners initiated 20 QI
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
projects aimed at improving patient care/outcomes and cov-
ered multiple components of the CIC model. 85% of learners
rated their knowledge of CIC as good to excellent and 83% of
learners indicated a good to excellent likelihood that they will
apply their new knowledge, skills and attitudes to their future
practice. Implications: Interprofessional, CIC and QI curricu-
lar training is achievable through a primary care clinic experi-
ence. QI projects will be illustrated.
A Module Using Group Discussion for Learning the Basics
of Obesity Prevention in an Interdisciplinary Practicum.
Marion Slack, University of Arizona. Intent/Objectives:
Health sciences students from pharmacy, nursing, medicine,
public health, nutrition, and social work through an interdisci-
plinary rural practicum serve a disadvantaged Hispanic popu-
lation at high risk for obesity and diabetes. To assure that stu-
dents have a basic understanding of obesity prevention, a mod-
ule was developed. Learner objectives are to: recognize the
relationship between obesity, chronic disease, and nutrition
and physical activity; apply nutrition and physical activity
assessment tools; recognize cultural issues; and identify
patient resources related to nutrition and exercise. The module
consists of readings on the epidemiology of obesity, including
obesity in Hispanic populations, basic definitions (eg, BMI),
the relationship between obesity and chronic disease, and
basic nutrition and physical activity definitions and concepts
that are posted on the web. After students complete the read-
ings, they participate in a group discussion of the vocabulary,
identify the author’s primary message and subtopics then they
apply the material to other readings and relate the material to
their experience. Faculty facilitate the discussion and are
available for questions. Students also assess their own nutri-
tion and physical activity, discuss methods they could use to
improve their lifestyle, and discuss cultural issues.
Implications: Using assigned readings and group discussion
are advantageous with an interdisciplinary group because stu-
dents from each discipline can provide their perspective while
learning the perspective of other disciplines. The group dis-
cussion also provides a forum for evaluating the module.
Additionally, students complete an evaluation in which they
are specifically asked for comments on the content of the ori-
entation.
Pilot Interim Assessment During the Advanced Practice
Year. Jay Currie, Bernard Sorofman, Christine Catney, Sandra
Johnson, University of Iowa. Objective: All students are
assessed and graded during individual rotations; however,
monitoring practice skill development and providing feedback
and stimulus for self-reflection for a class cohort is often dif-
ficult. We piloted a mandatory day-long session to administer
skills assessments and to provide feedback. Methods: The
Professional Experience Program (PEP) Committee and the
Office of Academic Affairs planned 4 components:1) Pre-
NAPLEX exam 2) Practice skills assessments: measurement
of vital signs, demonstration of oral inhaler technique, and
SOAP note writing with drug therapy problem identification
and classification 3) Self-assessments of professionalism, rota-
tion preparation, and clinical skills 4) Informational sessions
about graduation, licensure, and career planning. Faculty sim-
25
ulated patients during the skill assessments and rated perform-
ance. At day’s end, students reviewed their Pre-NAPLEX
scores and skill assessment results and received compiled
evaluations, class means, and feedback from rotations com-
pleted during the first four rotation cycles. Results: Students
evaluated the day positively and performed well on practice
skill assessments. Planners found the activities and procedures
manageable with available facilities, faculty, and staff.
Implications: The mandatory assessment day will be incorpo-
rated into PEP quality control procedures. Analysis will com-
pare students’ self assessments with results of preceptors’ rou-
tine evaluations and other skill assessments. These compar-
isons will enable the PEP Committee to plan strategies for
strengthening pre-rotation year skill development, disseminat-
ing assessment instruments and procedures for their use during
clerkships, modifying instructional practices, and teaching stu-
dents how to use self-assessment in conjunction with feedback
from preceptors for professional growth. Analysis and plans
will be presented.
Facilitation of a Diabetes Mellitus Education/Support
Group by Doctor of Pharmacy Students Through an
Elective, Independent Study Course. Deborah Harper
Brown, University of Illinois at Chicago. Objectives:
Conceptualize and design an elective, independent study
course for third professional year students to facilitate month-
ly diabetes mellitus (DM) education/support group meetings at
a community health center. Methods: This course was offered
to groups of 4–10 students following completion of the dia-
betes module in the core therapeutics course. As an underpin-
ning, students were assigned readings on current treatment
strategies, learning theories, and “how to” design patient edu-
cation materials. Through reference materials, students devel-
oped marketing strategies, designed educational materials, and
cooked healthy foods for attendees to sample. The education
/support group sessions were facilitated by the students under
the direct supervision of the course instructor and health cen-
ter clinical pharmacists. The sessions were interactive, fun and
provided patients with a non threatening environment to learn
about DM, ask questions, share personal concerns and encour-
age fellow attendees with DM. Student performance for the
course was evaluated through direct observation of sessions,
discussion sessions, review of developed educational materi-
als, and a reflective essay. Implications: 1.Instructor review
of materials developed, observations and student reflective
essays indicated that the course increased the skills and confi-
dence of participating students when working with the patients
in a group session. 2. Monthly meetings became bi-monthly
meetings largely due to the number of students enrolling in the
elective. 3. Elective courses that encourage direct interaction
with patients can be a valuable tool to facilitate student confi-
dence and proficiency as well as development of performance-
based abilities.
Reflective Journaling: A Win-Win Situation for Students
and Faculty. Deborah Harper Brown, University of Illinois at
Chicago. Objective: Within a six week, academic clerkship,
fourth professional year doctor of pharmacy students shared
teaching responsibilities with the course coordinator for the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
design, implementation, execution, and evaluation of a core,
early experience course. This course was an introduction to
patient skills development for second professional year doctor
of pharmacy students. The course coordinator, who also served
as the clerkship students' preceptor, implemented a daily
reflective journal assignment. This was intended to serve as a
method to record activities and to promote student, learning,
reflection, and growth from their teaching experiences. Also, it
was intended to help the student develop and address a per-
formance-based skill student outcome adopted by the
College’s faculty (ie written communication ability).
Methods: Four “student-instructors” kept a written log/record
of their daily activities and reflections as they created and pre-
pared learning materials/assignments, facilitated recitations
and group discussions, and provided students with feedback.
Entries were word-processed and included reflections on
things learned from the teaching experience and how this ben-
efited them as they instructed second year students. The jour-
nals were submitted to the preceptor at the end of weeks three
and six of the rotation for review. Implications: 1. Students
felt that the reflective journal assignment helped them become
more reflective and aware of how their experiences benefited
their education and personal development. The reflective jour-
nal assignment provided the preceptor with insight into how
students viewed their development as educators.
Learning by Doing–Pharmacy Student Participation in a
Diabetes Care Quality Improvement Process. Connie Kraus,
University of Wisconsin – Madison. Objective: To have phar-
macy students actively participate in a quality improvement
process designed to improve diabetes care in a family medicine
clinic. Methods: Doctor of Pharmacy students may complete
an eight-week elective rotation at Wingra Family Medical
Center. During this rotation, the pharmacy student works col-
laboratively with the clinical instructor to provide case man-
agement services for patients with diabetes. The pharmacy stu-
dent determines which patients have appointments with their
primary provider. The student retrieves the chart, enters labora-
tory data and information from previous visits into a diabetes
database, reviews standards of care for diabetes, and prepares
recommendations for the primary provider regarding disease
and medication management. These recommendations are
evaluated by the clinical instructor. When the patient comes for
the visit, the pharmacy student is available to visit the patient
with the primary provider. Results: The providers have posi-
tively responded to pharmacy student interventions. Current
laboratory information, longitudinal comparisons of key moni-
toring parameters, and recommendations from the students
have been viewed as beneficial in organizing visits. Pharmacy
students have commented that preparing for these visits has
improved their understanding of integrating standards of care
into practice, chart reviewing skills, and communication skills
with other health care professions. From the clinical instruc-
tor’s perspective, this type of teaching allows for a more colle-
gial relationship with the student and an opportunity to evalu-
ate student’s learning from several different perspectives.
Implications: Student participation in quality improvement
process is an excellent way of fostering the development of
clinical and interdisciplinary skills.
26
Applying Advocacy: A Legislative Experiential Elective.
Cynthia Boyle, Hoai-An Truong, University of Maryland.
Objectives: The Legislative Experiential Elective (LEE) will
prepare students to: Discuss the importance of political advo-
cacy, with emphasis on healthcare issues; Relate preceptors’
governmental roles and responsibilities to those affecting
healthcare; Communicate effectively with legislators, legisla-
tive staff members, and constituents; and Advocate for health-
care issues. Methods: The LEE is offered for graduating
Doctor of Pharmacy students interested in applying advocacy
after completing “Effective Leadership and Advocacy,” an
innovative course recognized with the March 2003 American
Pharmacists Association Academy of Pharmacy Practice and
Management Presentation Merit Award. During the LEE, the
student will be assigned a preceptor who is a legislator or
involved in governmental relations in the state legislature. The
preceptor will mentor and assess the student according to the
syllabus objectives and professionalism criteria. The student
and preceptor together will determine specific opportunities
and responsibilities and will meet regularly for discussion and
feedback. The student will also write a reflective paper and
deliver a presentation advocating a healthcare issue. Results:
The LEE will be assessed in three areas: 1) the preceptor’s
evaluation of student relative to course objectives and criteria;
2) the student’s evaluation of preceptor, site and experience;
and 3) both the preceptor’s and student’s course evaluations
and feedback, to be used to improve course implementation.
Implications: The LEE will prepare students to develop advo-
cacy expectations and skills for the pharmacy profession,
apply legislative advocacy, consider future legislative careers,
support the advocacy efforts of organizations, and ultimately
increase pharmacy’s voice in legislative processes.
Development and Use of a Rubric to Evaluate
Extemporaneous Capsule Products. Michael Brown,
University of Minnesota. Intent: Rubrics provide an objective,
systematic method to assess students and identify areas requir-
ing additional educational emphasis. Methods: A rubric was
designed to evaluate students’ extemporaneous capsule prepa-
rations. 100 students each completed 3 preparations, 1 every 4
weeks. Preparation 2 involved a solid-solid aliquot (highest
difficulty), preparation 3 was a practical requiring the students
to work alone, and preparation 1 was the simplest. Using the
rubric, instructors evaluated students’ preparations in these
areas: calculations, procedure, product, documentation, and
labeling. Components were rated as “exceptional,” “accept-
able,” “needs improvement,” or “likely harmful” based on cor-
responding descriptions. Results: There were 47 “likely harm-
ful” ratings (LHR) given to 42 (14%) of the 300 preparations:
3 on capsule 1, 17 on capsule 2, and 27 on the practical. Of the
47 LHR, 34 (72.3%) were for labeling, 7 for calculations, 3 for
documentation, 2 for procedures, and 1 for products. Of the 34
LHR for labeling, 28 (82.3%) were for mis-writing the year
(2003, not 2004) on an otherwise appropriate beyond-use-
date. This precise error was impossible in capsule 1 as the cor-
rect beyond-use-date was still in 2003. This error accounted
for 18 of 27 (64.3%) LHR on the practical and 59.6% of all
LHR overall. Implications: Although the described beyond-
use-date error drastically hampers any additional analysis of
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
the data, the rubric met its goal of providing systematic, objec-
tive assessment and highlighting labeling as an area requiring
immediate educational attention. Strategies to address the
problem have been implemented and will be assessed.
An Analysis of a First Professional Year Early Practice
Experience Exercise: Discussions With Preceptors in
Hospital and Community: “What is Professionalism?”
Beverly Talluto, Anne Bruckner, Creighton University.
Objectives: Develop student verbal and written communica-
tion skills and enhance student awareness of personal and pre-
ceptor professional beliefs, attitudes and values (professional-
ism factors). Methods: A workbook exercise, “What is
Professionalism?” was developed for first year professional
students in Early Practice Experience I. The student provided
a short reflective paragraph on professionalism before going
on their Community and Institutional site visits. At each site,
the student engaged the preceptor in a conversation about pro-
fessionalism and wrote a summary of the discussion. From
these summaries, a list of professional values, attitudes and
beliefs mentioned by hospital and community preceptors was
prepared and ranked. A discussion of professionalism factors
was conducted with the class during a reflective laboratory
session. The written summaries prepared by the students were
also evaluated for appearance, content and grammar. Results:
Community pharmacists listed 48 factors and hospital phar-
macists listed 34 factors that described professionalism. Eight
identical items were ranked in the top ten by both community
and hospital preceptors: respect, patient care, knowledgeable,
responsible, caring, communication, ethical and trustworthy.
Hospital pharmacists included life long learning and involve-
ment in professional organizations while community pharma-
cists included hard working and professional dress as their
additional top ten professional factors. Implications: Student
awareness of professional factors described by preceptors
reinforces expectations of professional behavior in the student.
This exercise has provided an opportunity for discovery as
well as communication between student and preceptor, student
and faculty and faculty and preceptor on a critical issue of
pharmacy education, professionalism.
Findings From a Pharmacist Focus Group on Certificate
Programs and CE Marketing. Priya Bardal, Stephanie
Loegering, Kristin Janke, University of Minnesota. Objective:
To identify components of effective continuing education pro-
motional materials. To gain insight in to pharmacists' decision-
making processes, when selecting CE programs. To under-
stand pharmacists' perceptions of the value of certificate pro-
grams. Methods: An invitation to participate in a focus group
was emailed to six Minnesota pharmacy organizations request-
ing a pharmacist participant. During the one-hour focus group,
participants completed a demographics survey followed by a
facilitated discussion and hands-on evaluation of a CE Web
site. During the discussion, participants: critiqued promotion-
al materials, identified the four most important items in CE
promotional materials, described the pros and cons of certifi-
cate programs in pharmacy, and discussed the role of cost in
decisions to enroll in a CE program. Results: Four pharma-
cists participated. Participants reported paying an average cost
27
of $87 in obtaining their last 30 CE credits. They stated that
promotional materials need to clearly communicate date/time,
cost, topic, number of CE credits, and registration process.
When discussing certificate programs, participants stated that
they would be more likely to enroll if the topic was something
they hadn't learned previously eg, immunizations. Participants
also reported being less likely to take part in CE or certificate
programs, if there were required meetings. Web site features
considered positive included: interactive quizzes, free trials,
and live help. The feature inviting visitors to “join an email
list” was missed by all. Implications: Certificate programs are
a significant commitment of time and resources. Marketing
must be fine tuned to assist in decisions to participate.
Development and Evaluation of a Bioterrorism Rotation
for 4th Year PharmD Students. Catherine White, Cham
Dallas, Ed Rollor, The University of Georgia. Objective: To
develop, implement and evaluate a PharmD rotation in
Bioterrorism/ Weapons of Mass Destruction (WMD) Defense.
Methods: This is a 5-week rotation available to students in
their 4th year of the PharmD program and sponsored by the
Center for Leadership in Education and Applied Research for
Mass Destruction Defense. Rotation objectives were designed
to demonstrate the various roles pharmacists assume in WMD
events. Students work with Public Health for deployment of
the Strategic National Stockpile, receive advanced first
aid/triage training, train with Disaster Medical Assistance
Teams/American Red Cross, participate in emergency com-
munication drills, complete a 1-week WMD Technical
Emergency Response Training course at the Noble Training
Center (Department of Homeland Security), and work with
local HAZMAT. Students completed an evaluation form that
included closed and open-ended questions. Results: This rota-
tion was first offered in 2002 and 23 students have completed
the rotation. Overall students felt the rotation stimulated their
interest in this area (mean score 4.71/5) and would recommend
the rotation to others (4.7/5). Open-ended comments referred
to the value of involvement with the community, first aid skills
including suturing, and working with first responders.
Implications: The need for pharmacists to respond to natural
or man-made disasters as first receivers of patients will only
increase in the future and they will be expected to fulfill tradi-
tional dispensing functions as well as expanded roles in triage,
incident command, and planning. This type of hands on train-
ing is essential to prepare pharmacists to meet this challenge.
Experiential Recovery. Jeffrey Baldwin, University of
Nebraska. In 1992, we introduced an elective in the College of
Pharmacy as a one-semester hour independent study course
designed as an abstinence experience to help students better
understand addiction recovery; in 1995, it was adopted as the
elective course “Recovering From Addictions.” Students iden-
tify a habit that is causing them problems, document the pattern
of that habit, then give up the habit for six weeks. During the
“abstinence experience,” students journal in “Recovery”logs
and discuss their experiences in weekly class meetings, where
phase-specific topics, such as triggers, support mechanisms,
and relapse, are discussed. Course worksheets document stu-
dent application of the topics to their abstinence experience.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Logs are submitted for grading after completing the abstinence
period. The role of health professionals in dealing with addict-
ed and recovering clients and colleagues is then discussed in
several class sessions, and students submit a paper on this sub-
ject. A pharmacist experienced in substance abuse education
(JB) and an addiction counselor facilitate and grade the experi-
ence. Grading is based on class participation, submitted work-
book sheets, logs, and the required paper. The course is offered
to first-through-third-year pharmacy students who are enrolled
in or have completed the College’ Substance Abuse elective.
Over the past 12 years, student enrollment has grown from
~10% of pharmacy classes to ~50% (average 30 students).
Course evaluations indicate that students feel that the course
prepares them to deal with pharmacy issues related to addiction
and recovery. Course evaluation, workbook and schedule will
be available for review.
Evaluation of Student Therapeutic Debates During APPE.
Michael Gonyeau, Margarita DiVall, Northeastern University.
Objectives: To evaluate students' perceptions of an alternative
APPE assignment, therapeutic debates. Debates' purpose was
to assess students' ability to critically evaluate a controversial
therapeutic topic and argue the pros/cons utilizing evidence
based medicine. Methods: Each student pair was given 24
hours to prepare a 25-minute debate presentation. Each was
given 2–3 clinical trials with opposing conclusions for back-
ground information. Students were then instructed to perform
a literature search to obtain additional evidence to support
their position. The debate structure consisted of a 5-minute
introduction followed by a 5-minute rebuttal, with a 2-minute
conclusion, followed by discussion with students and faculty.
A survey then assessed student perspective on educational
value of debates. Results: Thirty five students were surveyed
using a 5 point Likert scale. An average score of ¡Y4 (agree)
was observed for all survey questions except ¡°the debate for-
mat enhanced my time management skills.¡± All students
agreed that debates should be continued. Common comments
on beneficial aspects of debates included: shorter preparation
time mimics real practice, increased ability to critique and
increased exposure to literature. The most common weakness
cited was not enough time to adequately prepare. Suggestions
for improvement varied from allowing more preparation time
to less time, and changing to a point/counter point concept.
Implications: Use of a debate as an alternative assessment
during APPE provides students with increased exposure to lit-
erature, increased ability to critique literature and exposure to
current therapeutic controversies. This format will continue to
be utilized.
Use of Input From Recent Graduates in Designing
Introductory Practice Experiences in the Pharmacy
Curriculum. Steven A. Scott, Purdue University. In the
process of developing a plan for Introductory Pharmacy
Practice Experiences (IPPE) in the curriculum, graduates from
the two most recent classes were surveyed for their opinions
about various options being considered for the IPPE program
at Purdue University. During the summer of 2000, question-
naires were sent to 100 recent graduates from the two most
recent graduating classes. Forty-five questionnaires were com-
28
pleted and returned. For each potential option or activity pro-
posed, graduates were asked to indicate the value of the option
in fostering the student’s education/professional growth and
where in the curriculum the option would be of greatest value.
Options rated to be of great value by the graduates included:
1) Patient communication exercises in labs with simulated
patients; 2) taking drug histories of actual patients; 3) shadow-
ing faculty or practitioners; 4) some type of required work dur-
ing the early professional years in a pharmacy environment; 5)
incorporation of exercises involving patient databases into the
curriculum; 6) regular participation in practitioner forums
throughout the curriculum; and 7) participation in service
learning projects or experiences. The input from the recent
graduates was used extensively by the committee charged with
developing the plan for implementing IPPE into the curricu-
lum. The input was especially valuable in identifying potential
limitations of early experience options as viewed by students.
Basic Biodefense Project: Initial Progress and Results of
the Core Curriculum. Jean Carter, Sandra Kuntz, Earl Hall,
Steve Glow, Wade Hill, Michael Minnick, Michele Sare, Lisa
Wrobel, Steven Fehrer, Jacqueline Elam, The University of
Montana. Objectives: In response to concerns about the readi-
ness of healthcare practitioners to participate in disaster
response, HRSA initiated the Bioterrorism Training
Curriculum Development Program (BTCDP). To this end, our
goal is to educate entry-level practitioners in pharmacy, nurs-
ing, and allied healthcare disciplines who are knowledgeable
in the basic concepts and skills used during a disaster
response. This will be accomplished through curriculum
enhancements offered to students while they are completing
their academic programs. Methods: The project team repre-
sents nine programs, three institutions and five disciplines. To
make the curricular enhancement as flexible as possible, the
team determined contents for a core curriculum that can be
taught as eight, one-hour modules in either the classroom or by
self-taught learning modules. To reduce communication barri-
ers caused by discipline-specific jargon, the team is incorpo-
rating the same “Disaster language”for all disciplines. The
modules incorporate both pedagogical and andragogical ele-
ments. Modules use informational presentations, cases, and a
multidisciplinary disaster response simulation. The first mod-
ule was tested in January 2004 with 24 nursing students.
Additional modules are scheduled for spring semester, 2004.
Results: An evaluator is preparing, collecting, and analyzing
data characterizing student knowledge and attitudes as well as
student and teacher satisfaction. The collaborative dynamics
of the team are also being evaluated. Implications: Although
it is early in the process, initial products and results indicate
that the enhancement will provide students with fundamental
knowledge and skills required for disaster response activities.
Work In Progress
Development of a Faculty Learning Community based on
the AACP Education Scholar Program. Mary Monk-Tutor,
Education Scholar Learning Community, Samford University.
Objectives: To form a Faculty Learning Community (FLC) at
the McWhorter School of Pharmacy (MSOP) based on the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Education Scholar program(ES),an online faculty develop-
ment program developed by Western University of Health
Sciences and AACP. Methods: Using a combination of grant
funds from the Samford University Teaching and Learning
Center and the office of the Dean, MSOP became the first
AACP institutional member to purchase an ES site license.
Sixteen faculty members (40%) committed to participate in the
program. Additional funds contributed by the school were
used to purchase notebooks for each participant and copies of
16 required texts that were placed on reserve in the MSOP
Global Drug Information Center. A FLC facilitator was
appointed by the Dean and participants agreed on a schedule
that would allow them to complete all readings and exercises
for the program by fall 2004. Success of the program will be
evaluated both quantitatively (outcomes and cost) as well as
qualitatively (faculty reflections and lessons learned from the
process). Results: The FLC became active in September 2003
and was included in a national listing of FLC programs.
Participants work individually to complete assigned readings
and online exercises then discuss the material in a monthly
meeting; participants rotate responsibility for leading discus-
sions and preparing reading assignments. Implications:
Development of an ES-based FLC has allowed MSOP to
become part of a national trend in education while providing
an opportunity for interdepartmental collaboration regarding
ways to improve student learning and the scholarship of teach-
ing.
Theoretical Model
Volunteer Experience at the Nebraska Humane Society:
What Do Pharmacy Students Learn From Animal
Interactions? Elaine Lust, Kim Galt, Kelli Coover, Creighton
University. Background: Veterinary Therapeutics is an elec-
tive course on disease states and therapeutic drug choices for
animal patients. Each student volunteers for a 2-hour learning
experience at the Nebraska Humane Society for “hands-on”
interactions with dogs and cats. Objective: Identify what stu-
dents are learning from animal interactions at the Humane
Society and how these lessons help them to become better
health care providers. Methods: Students (n = 45) submitted
written responses to reflective questions immediately after
volunteering at the Humane Society. The qualitative data gen-
erated by students was analyzed by a team of experts using the
open-coding method to determine themes and constructs.
Results: Animals can be used as positive teaching tools in this
course. Qualitative data revealed a theoretical framework
encompassing four themes. Theme #1 reflected the state of the
patient characterized by the vulnerability of the animals.
Students reported learning humanistic factors such as compas-
sion, empathy, and the importance of patient contact. Theme
#2 reflected the structure and process in the Humane Society
system and the environment of animals. Theme #3 reflected
individual and society issues such as preventative veterinary
care, volunteerism, and benefits of pet therapy. Theme #4 was
the ability to operationalize caring behaviors and attitudes cen-
tral to the model where students learned how to be more car-
ing. Implications: This teaching method highlights an inno-
29
vative way in which caring can be taught to students. The find-
ings have application to the larger pharmacy curriculum in the
potential to use animals as teaching tools in courses with sim-
ilar educational objectives.
EDUCATIONAL RESEARCH
Completed Research
A Survey of 2003 Teachers of the Year Award Recipients
From United States Colleges of Pharmacy. Frank
Romanelli, Jeff Cain, Kelly Smith, University of Kentucky.
Objectives: To survey 2003 teachers of the year (TOY) award
recipients at United States Colleges of Pharmacy (COP) to
assess their academic training and opinions on education relat-
ed issues. Methods: A pre-tested, web-based survey was
delivered to COP TOY as identified by the AACP 2003 awards
program bulletin. Results: 60 of 121 surveys were returned for
a response rate of 49.5%. The majority of respondents were
45–55 years of age and the most common rank was that of
assistant professor. The majority of TOY respondents were in
tenure track lines and the mean percentage teaching effort in
individual job descriptions was 44.7%. Most TOY reported
having both a B.S. in Pharmacy and a Pharm.D. degree. Of
clinical faculty (n = 52), 46 reported having completed resi-
dency training, while seven were BPS certified. Twenty-nine
respondents had no formal training in the area of teaching,
eight had completed the AACP teacher’s seminar, and two had
advanced degrees in education/instructional design. Thirty-
one reported that this was not their first teaching award. The
majority of TOY had been selected by students (n = 45) and
the most common honor pursuant to being selected was recep-
tion of a plaque and public recognition. Implications: The
majority of pharmacy TOY appear to be in the earlier stages of
their academic careers and are more likely to be clinical facul-
ty members. Additionally, the majority of recipients appear to
have advanced clinical training but not necessarily advanced
or formal training in the area of teaching or instructional
design.
Development of an Elective Course in Native American
Culture, Health and Service. Victoria Roche, Rhonda Jones,
Clint Hinman, Creighton University. Objectives: To develop
an elective course which stimulates interest in IHS careers
through focused, reflective study of the culture and health
practices of Native Americans, and through provision of pro-
fessional and community-related service to Native people.
Methods: Four second year pharmacy students assisted in the
development of the elective. One was enrolled in the web-
based pathway and participated in classroom activities by
phone. Native and non-Native guest speakers addressed topics
of reflection, journaling, Native American health, social and
spiritual issues, tribal government, and USPHS careers.
Students researched and presented seminars on Native
American health concerns, highlighting the potential for phar-
macist intervention, collected artwork depicting Native
Americans for use in a “stereotypes and biases” assessment,
and read a variety of texts in order to make recommendations
on required readings. Students spent five days in Chinle, AZ
providing social and healthcare services to Diné people under
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
the supervision of an IHS pharmacist. The semester-long expe-
rience concluded with sharing of personal reflections and
career plans. Results: The students’ input allowed the faculty
to finalize the elective for regular offering. All students
claimed to have grown personally and professionally, and
intend to pursue careers in the IHS. Three of the four applied
for Junior COSTEP, and all intend to elect an IHS clerkship.
Implications: Awareness of minority health disparities and
positive cultural immersion and service experiences can shape
career choices. Faculty will track the professional plans of
enrolled students to monitor the course’s ability to stimulate
election of IHS clerkships and careers.
Pharmacy Student Motivation: Does It Change as a
Student Progresses Through a Professional Curriculum?
Janette Hastings, Donna West, University of Arkansas for
Medical Sciences. Objectives: This study was conducted to
determine whether a shift in pharmacy students’ goal orienta-
tion (ie motivation for learning) occurs during their profes-
sional education. Goal orientation consists of three constructs:
mastery, performance, and academic alienation. Methods:
Pharmacy students were followed from entry into the profes-
sional program until graduation. Year one results were previ-
ously reported. Sixty-eight students completed the survey
instrument, which measured students’ goal orientation, in the
fall semester and again in the spring semester of their first
year, then each successive year in the spring semester until
graduation. Results: The findings indicate that over the course
of the four years, student scores on the mastery scale
decreased an average of 0.33 per item (P<0.008) and scores on
the academic alienation scale increased an average of 0.24 per
item (P<0.006). Students also exhibited an average decrease of
0.52 per item (P<0.0001) on internal locus of control scores.
Implications: Although the students’ goal orientation
remained mastery, these results suggest that students shifted
from this goal orientation towards academic alienation.
Further research is needed to determine exactly what factors
within the educational process stimulated these changes.
Assessing Students’ Perceptions of a Book Review
PowerPoint Presentation Assignment in an Introduction to
Drug Information Course. Jacob Gettig, Patricia Lurvey,
Midwestern University-Chicago. Objectives: To develop an
assignment that allows students to critically compare and con-
trast different tertiary information resources within a particu-
lar specialty. To assess students’ perceptions of the assign-
ment’s contribution to achieving course objectives, promotion
of group work, using technology, and overall fairness.
Methods: Student groups were assigned two tertiary informa-
tion resources within a particular specialty of medicine or
pharmacy (eg,herbal medicine, compounding, and adverse
drug reactions) to compare and contrast in a PowerPoint pres-
entation. All students reviewed the PowerPoint presentations
using Blackboard to gain familiarity with the resources, and to
provide feedback to the other groups. Students also rated their
own group members’ contributions. A survey was distributed
to students after completing the course to ascertain the stu-
dents’ perceptions of the assignment using a Likert strongly
disagree to strongly agree four point scale. Results: 200 stu-
30
dents completed the assignment. 46 (23%) students responded
to the survey. Response categories were collapsed into two
main groups: agreement vs disagreement. 69.6% agreed that
they learned a lot about different information resources. 63.1%
agreed that the assignment was more enjoyable as a group
project. 78.2% agreed that using technology made the assign-
ment more enjoyable. 93.5% agreed that their grade fairly rep-
resented their contribution. Implications: Drug Information
courses are sometimes criticized by students for tedious or
boring assignments. This assignment allows for learning about
information resources while still engaging students and pro-
moting creativity. Future plans include further standardization
of assignment grading and enhancing student understanding of
other groups’ presentations.
Pharmacy Calculations: Impact of Instructional
Approaches on Outcome Performance. Jane Mort, Rebecca
Baer, Manisha Sonee, South Dakota State University.
Objectives: Determine the equivalency of online (OL) and
classroom (C) calculations instruction. Determine the impact
of a P2 review. Methods: Students took an online or class-
room based P1 calculations course (P1 2000 and P1 2001).
The same students took a calculations exam as P2s. A P2
review was given only to 2001 P1s. Instructional equivalence
was determined by comparing mean scores for online and
classroom students (2000 P1). Regression analysis was used to
test for a correlation between P1 course scores and P2 exam
scores. The impact of a P2 review was also evaluated by com-
paring exam scores of 2000 P1s to 2001 P1s. Results:
Comparison of online to classroom instruction showed no dif-
ference between P1 course scores or P2 exam scores (mean +
SD: 2000 P1 Course 90.1+8.4 OL, 89.7+8.2 C, p>0.05; and
Exam 76.2+16.4 OL, 77.0+17.7 C, p>0.05). Regression analy-
sis showed a correlation between course scores and P2 exam
scores (2000 P1s r=0.67 OL, r=0.63 C). The P2 review for
2001 P1s negated the correlation between course and exam
scores (r=0.23 OL, 0.21 C) and improved performance as
shown by better exam scores for 2001 P1s compared with
2000 P1s who did not have the review (2000 P1s 76.7+17.1,
2001 P1s 87.9+11.0, P<0.001). Implications: Students
achieved similar results with the two instructional methods,
indicating that online instruction is a viable approach for
teaching calculations. A P2 review session substantially
improved calculations skills.
Assessment of a Web-based Entry Level Doctor of
Pharmacy Pathway. Naser Alsharif, Patrick Malone,
Creighton University. Objectives: This poster reviews the
assessment and continuous quality assurance process that is
part of the first web-based entry-level Doctor of Pharmacy
degree pathway. Methods: Indicators for the assessment and
continuous quality improvement of the administrative and aca-
demic aspects of the pathway were identified. Each area in the
school were asked to follow the indicators identified, develop
a mechanism to measure/gauge the indicator(s), analyze the
data/information collected, develop an executive summary and
recommend changes based on the analysis. The steering com-
mittee for the web-pathway met with all the key individuals in
each area and further made recommendations based on the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
data/information collected. Motions to full faculty based on
the above recommendations were made to implement the full
process of continuous improvement. Results: In the area of
admission, an admission criterion was developed to help in the
recruitment of qualified students. A computer skills survey
was developed to assess student preparation for web-based
education. Data/information from the focused groups with stu-
dents during orientation and the summer sessions was utilized
to make changes in the orientation process, course sequence,
and in improving the learning community. Formative assess-
ments were also essential in implementing changes in web
course delivery, instructional methods, testing, and the use of
educational mentors. Implications: The assessment and con-
tinuous quality assurance process of the web pathway has con-
tributed to an overall improvement of the administrative and
academic environment for both web and campus-students.
Pharmacy Students' Use and Knowledge of Herbal
Products. Diane Pacitti, Bertram Nicholas, Edward Kelly,
Massachusetts College of Pharmacy and Health Sciences-
Worcester. Objectives: The focus of the study reported here
was to examine the knowledge level of pharmacy students
with regard to herbal products. Further, the objectives of this
study were: to determine the familiarity of students with the
top-selling herbal products, to examine the ability of the stu-
dents to identify the uses of these products, to determine the
sources of information utilized by students for herbals, to iden-
tify differences between groups of students with respect to
their level of knowledge of these products. Methods: A self-
administered questionnaire was developed to assess knowl-
edge and personal use of herbal products. Additionally, a series
of questions focused on the following issues: regulation, side
effects, drug-interactions and sources of drug information of
the herbal products. The top-selling herbal products in the
market were used as the focus of the research parameters. The
questionnaire was developed, pre-tested, and administered to
two classes of first-year and second-year professional
PharmD. Students. The data was analyzed using frequencies
and cross tabulations of both group’s responses. Results: The
data indicates that although students at this stage of their edu-
cation are aware of herbal products, and potential drug inter-
actions, many lack the specific knowledge needed for practice.
Assessment of student pharmacists’ knowledge of herbal prod-
ucts demonstrates a need for further education. Implications:
Concepts were identified that would be applicable for inclu-
sion in review sessions and eventually a separate mechanism
based course of study. Expansion of the required curriculum
should be examined with regards to these student needs.
A Measure of Cheating Behaviors Between First and
Third-Year Pharmacy Students. Patrick Hardigan, Paul
Ranelli, Nova Southeastern University. Objective: The impor-
tance of studying cheating and cheating related behavior is that
students who cheat in academic settings are more likely to
demonstrate future professional misconduct. As part of a larg-
er study, this project investigated the incidence of several
cheating behaviors within pharmacy schools, and associated
this information with current enrollment year data. Methods:
In the fall of 2002, a non-proportional quota sample of phar-
31
macy students was selected to complete a questionnaire. A list
of seventeen behaviors was presented to first-year students
(n=435) and they were asked if they felt that the behavior was
cheating, and if they engaged in this behavior prior to phar-
macy school. The same list of behaviors was also presented to
third-year pharmacy students (n=379) and they were asked if
they felt that this behavior was cheating and if they engaged in
this behavior while in pharmacy school. A contingency table
analysis was employed using Fisher’s Exact Test to investigate
differences between enrollment years. Results: Results show
statistically significant differences between first-year and
third-year pharmacy students both in perceptions of what con-
stitutes cheating behavior and frequency of engaging in the
behaviors. Additionally, a consistent pattern emerged in that
first-year students possessed a “stricter” attitude toward cheat-
ing but a greater frequency of engaging in these behaviors.
Implications: This study adds to the research base on cheat-
ing within pharmacy schools and provides educators with
insights into the multifaceted model of cheating and cheating
related behaviors.
Enhancing Student Knowledge About the Prevalence and
Consequences of Inadequate Health Literacy and
Strategies to Assist Patients in Addressing Health Literacy
Barriers. Lilian Hill, Brigitte Sicat, Virginia Commonwealth
University. Objectives: To enhance students’ knowledge of 1)
the prevalence and consequences of inadequate health literacy,
2) use of strategies to identify and assist patients with inade-
quate health literacy, and 3) methods for selection and/or revi-
sion of patient education materials to address the needs of this
patient population. Methods: This educational approach con-
sisted of a 50-minute presentation in a Communications course
in which 109 first-year pharmacy students were enrolled,
small-group activities for a 2 ½ hour conference session, and
c) a 19 item pre- and post-test. A t-test for paired means was
used to compare pre- and post-test results. Four questions
regarding student opinions of the approach were added to the
post-test. Results: Students gained knowledge and increased
comfort with their abilities to serve this patient population, and
the change was statistically significant on most items. Students
enhanced their ability to assess the reading level required to
read a patient education brochure excerpt and their knowledge
of strategies to improve its readability became more sophisti-
cated. In evaluating this educational approach, most students
agreed that 1) they had previously underestimated the preva-
lence of low health literacy, 2) the small-group activities were
useful, and 3) they could apply what they learned to practice.
Implications: Pharmacists play an important role in identify-
ing and assisting patients with low health literacy. Pharmacy
educators need to ensure that students are able to fulfill this
responsibility. This educational approach can be adapted for
use with students in the advanced pharmacy practice experien-
tial program and practicing pharmacists.
Pharmacy Residents Create and Publish a Monthly Drug
Information Newsletter for Family Medicine Residents.
Samantha Eichner, Andrea Franks, L Cross, University of
Tennessee. Objectives: A monthly drug therapy newsletter for
medical residents was developed to provide primary care and
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
drug information specialty residents with experience in pro-
fessional writing and the provision of drug information. The
goals of this project were to develop the pharmacy residents’
skills in professional writing and newsletter development and
to produce an information resource that would be valued by
medical residents. Methods: Pharmacy residents were educat-
ed on professional writing and newsletter publication through
topic discussions and assigned readings. Self-efficacy assess-
ments of ability and confidence related to professional writing
and newsletter publication were completed at baseline and six
months. The residents prepared, edited, and distributed a dis-
ease state focused newsletter each month. Family medicine
residents were surveyed regarding their interest in a drug ther-
apy newsletter and suggested topics of interest. A follow-up
survey assessed the educational value of the newsletter and the
impact on prescribing behaviors. Results: Pharmacy resident
self-rated ability and confidence in the skills required to pub-
lish a drug information newsletter improved. The majority of
family medicine residents (61%) were very interested in
receiving a monthly drug therapy newsletter. In the follow-up
survey, every medical resident (n=18) indicated the newsletter
was a valuable contribution to their education, and 17 of 18
stated that the newsletter impacted their prescribing practices.
Implications: A drug therapy newsletter created and edited by
pharmacy residents improved self-efficacy in newsletter pub-
lication and strengthened resident professional writing and lit-
erature evaluation skills. The newsletter contributed positively
to the practice and education of physicians in training.
Comparing Inter-rater Reliability between Faculty and
Standardized Participant (SP) graders in an Objective
Structured Clinical Exam (OSCE). Cindy Stowe, Stephanie
Gardner, University of Arkansas for Medical Sciences.
Objective: To determine the feasibility of using SP actors as
graders for a therapeutics final examination using the OSCE
format by comparing SP checklist scoring and standard setting
to that of faculty. Methods: All students enrolled in
Therapeutics I participated in a 5 station OSCE, 3 of which
assessed verbal communication skills. Two examinations were
given (morning and afternoon). Each station included direc-
tions to the student, directions to the SP, and performance cri-
teria. The performance criteria were in the form of a dichoto-
mous checklist. Students were given 10 minutes for prepara-
tion and 10 minutes for performance at each station. Faculty
and SP actors graded student performance in real-time.
Standard setting was done using the borderline method. Inter-
rater reliability between the SP and faculty was determined for
each station. Results: The morning examination (n=51 stu-
dents) standard determined by SPs and faculty was 63.8% and
64.8%, respectively. The afternoon examination (n=30 stu-
dents) standard determined by SPs and faculty was 73.1% and
65.5%, respectively. The inter-rater reliability for the follow-
ing six cases are given along with examination and therapeu-
tic topic content: morning examination - atrial fibrillation 0.88,
hepatic encephalopathy 0.84, stress ulceration 0.93; afternoon
examination - angina 0.90, ulcerative colitis 0.92, peptic ulcer
disease 0.98. Implications: This data supports the use of SP
actors functioning as graders for high-stakes comprehensive
therapeutics examinations using an OSCE approach. The stan-
32
dard setting was inconsistent between the SP and faculty
graders. Therefore, faculty members are required to use the
Angoff method for standard setting.
Survey of First Year Pharmacy Student’s Classroom
Expectations, Concerns, and Prior Experiences. Craig
Richard, Bonnie East, April Fonger, Michael Rolen,
Shenandoah University. Objective: To examine first year
pharmacy students’ expectations, concerns, and prior experi-
ences at the start of the Integrated Basic Health Sciences
(IBHS) sequence in a Doctor of Pharmacy program. Methods:
A survey was developed by one of the authors and anony-
mously completed by all 78 members of the class of 2007 on
the first day of class. The survey included open-ended
unranked questions, open-ended ranked questions, and Likert-
scaled questions. Open-ended unranked responses were
grouped into common themes and ordered from most frequent
to least frequent. Open-ended ranked responses were weighted
according to their ranking and frequency, grouped into com-
mon themes and ordered by calculated weight. Specific scien-
tific disciplines were evaluated by Likert-scale for prior
knowledge, interest in learning, and perceived importance for
future classes. Results: Open-ended unranked responses
demonstrated that top prior positive learning experiences
involved lectures that were interesting, organized, and interac-
tive. The top prior negative learning experiences were uninter-
esting lectures, unorganized lectures, and instructors not inter-
ested in student success. Top weighted concerns were the pace
of the course, complexity of content, and grades. Top weight-
ed expectations of the course were basic science knowledge,
application to pharmacy, and knowledge of pharmacology.
Top weighted expectations of the instructors were interesting
lectures, being approachable, and respect for students. Top
weighted expectations the students had for themselves were to
understand and retain content, keep up with material, and get
good grades. Implications: Understanding student experi-
ences, concerns and expectations can assist instructors in cre-
ating mutually successful classroom experiences for pharmacy
students and instructors.
Cultural Competency Education in Colleges and Schools
of Pharmacy. Patricia Lind, Sarah Westberg, Laura Hubbard,
University of Minnesota. Objectives: To evaluate the cultural
competency education in colleges and schools of pharmacy
across the United States. Methods: An online survey was
developed and emailed to colleges/schools of pharmacy in the
United States. Results: Of the 83 colleges and schools of phar-
macies surveyed, 47 responded. Of these, 34 stated that cul-
tural competency was included in their curriculum. The major-
ity (74%) stated that cultural competency material is integrat-
ed into courses across the curriculum. Integration occurred
most commonly in pharmaceutical care, pharmacy/health sys-
tems, or therapeutics courses. In addition, 82% of respondents
state that they have community-based learning opportunities
for students to work with diverse patients. These opportunities
included: service learning (39%), clerkships (29%) and com-
munity service (18%). Seventy percent of respondents stated
that experiential students are not evaluated on their skills relat-
ed to cultural competency. The most common method used to
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
teach students cultural competency was lectures (91%), fol-
lowed by readings (62%), case studies (56%), and role-playing
(44%). Of the 47 responses, 26 (55%) felt that their graduates
were minimally prepared for providing pharmaceutical care to
patients from diverse cultural backgrounds, and 11 felt their
graduates were moderately well prepared. Implications: As
the population of our country grows more diverse, there is a
need to prepare pharmacists to be able to provide pharmaceu-
tical care to diverse patients. Although many colleges and
schools of pharmacy across the country are addressing cultur-
al competency, the majority of pharmacy graduates are con-
sidered only minimally prepared to provide pharmaceutical
care to diverse patients.
Evaluation of the Use of Drug Cards as a Learning Tool in
a Nonprescription Drug Course. Diane Casdorph, Jan
Kavookjian, Tara Whetsel, Kristy Lucas, West Virginia
University. Objectives: Students need knowledge about non-
prescription, or over-the-counter (OTC), drugs to accurately
answer patient questions. This study assessed student self-
learning of OTCs utilizing the Sigler-Flanders
Nonprescription Drug Cards. Methods: A required nonpre-
scription drug course and pharmaceutical care lab are taught in
the third professional year. Students took a baseline test to
assess OTC product name, active ingredients, and therapeutic
class knowledge. Five case-based quizzes were administered
during the laboratory to assess students’ ability to apply drug
cards information to patient scenarios. At the end of the semes-
ter, a post-test was administered. Results: Seventy-five stu-
dents completed the pre-test with a mean score of 30.08%
(sd=13.13). For the post-test, n=45 and mean=79.40
(sd=25.42). There were no significant gender differences for
either test (p>.05). Students were more successful at identify-
ing OTC name and therapeutic class than active ingredients in
both tests. Students exhibited increased knowledge of thera-
peutic class for all products except Nix, Excedrin, Neosporin,
Pepcid Complete, Tylenol Cold, Aleve, Colace, and Lamisil;
students scored lower in the post test for active ingredients for
each of these except Nix, Neosporin, and Lamisil. Most sig-
nificant improvement in therapeutic class recognition occurred
for Mylicon, Gax-X, Femstat 3, Tavist and Naphcon A; for
active ingredient recognition, Nix, Abreva, Compound W, and
Delsym. There was no significant correlation between scores
and final course grade or quiz grades. Conclusions: Results
suggest that students were more successful in using the drug
cards to learn about less commonly used or advertised OTCs.
Comparison of Generation X Characteristics Between
Pharmacy and Dental Students. Melody Ryan, Frank
Romanelli, Judith Skelton, Paul Osborne, University of
Kentucky. Objectives: To compare the Generation X charac-
teristics of dental students to first- and third-year professional
pharmacy students at the University of Kentucky. Methods:
Two surveys were employed. The first instrument was mod-
eled after a survey administered and described by Peter Sacks
in his text Generation X Goes to College. The survey instru-
ment was meant to ascertain attitudes and beliefs of
Generation X students. The second survey was a validated
Generation X scale. Little information is available to deter-
33
mine how closely professional students identify with
Generation X characteristics. The aim of this research was to
compare and contrast responses of pharmacy and dental stu-
dents. Results: Sixty-seven percent of dental students were
male compared with 33% of pharmacy students. Results were
similar in all three study groups: dental students, first profes-
sional year pharmacy students, and third professional year
pharmacy students. Pharmacy and dental students ranked the
most important quality of an instructor as being warm and
friendly. Most thought grades should be primarily based on
knowledge and performance in a subject. The majority of stu-
dents thought the average letter grade in their respective col-
lege should be a B. Implications: Generation X students, irre-
spective of discipline, manifest a collective group of charac-
teristics and traits that may affect learning aptitude.
Knowledge and awareness of these traits both by faculty and
students may improve teaching and learning.
A Survey About Pharmacy as a Profession for High School
Students. Carriann Richey, Yazied Nazzal, Butler University.
Objectives: A high school exploratory program was initiated
by Butler University to introduce high school students to the
profession of pharmacy. The program was structured within
the Boy Scout Exploring Program. “Exploring” is a nation-
wide program administered by the Boy Scouts of America
which supports career exploration by pairing high school stu-
dents with professionals. A survey was developed to determine
if the exploring program improved high school student’s
knowledge of pharmacy as a profession. We were also inter-
ested in whether the program might encourage high school stu-
dents to pursue a career in pharmacy. Methods: Two survey
instruments were developed based on a literature review of
career exploration programs. The first and second surveys
were administered at the first meeting and sixth meeting,
respectively. Informed consent was obtained from each study
participant. The overall program was limited to 30 students.
Results: Twenty-six of the 30 students participated in this
study; their average age was 16.5 years old. Responses to the
first survey indicated that 21 out of 26 students (81%) had a
limited knowledge of the profession of pharmacy. Responses
of the second survey indicated 11 of the 12 students (92%) had
a good knowledge about the profession of pharmacy and 10 of
the 12 students (83%) planned to apply to pharmacy school.
Implications: These results suggest that the exploring pro-
gram improves student’s knowledge of the profession of phar-
macy. Initiating this type of program may be helpful for col-
leges of pharmacy to target informed students on careers in
pharmacy.
Students' Perceptions of the Value of Determining Their
Learning Style. Jennifer Trujillo, Michael Gonyeau,
Margarita DiVall, Jennifer Kirwin, Northeastern University.
Purpose: To evaluate students’ perceptions of the value of
completing a learning styles questionnaire and attending a lec-
ture devoted to learning strategies. Methods: Freshman phar-
macy students complete a seminar course entitled College: An
Introduction. During this course, students completed The
Index of Learning Styles questionnaire (ILSQ) to assess pref-
erences in learning on four dimensions (active/reflective, sens-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
ing/intuitive, visual/verbal, and sequential/global). Students
viewed their ILSQ results and attended a lecture on style spe-
cific learning strategies. Seven weeks later, students complet-
ed an evaluation to assess perceptions of the value of the ILSQ
and learning strategies lecture. Results: 98 students complet-
ed the ILSQ and evaluation. Over 45% of students exhibited
balanced learning styles in each dimension. One-third of stu-
dents agreed or strongly agreed that completing the ILSQ and
attending the lecture were valuable (34% and 35% respective-
ly). However, more students agreed or strongly agreed that the
instructors should continue to administer the ILSQ and teach
the learning strategies lecture (52% and 54% respectively).
Only 9% and 5% of students indicated that these activities
should be discontinued. Many students were unable to accu-
rately recall their learning style just seven weeks after taking
the ILSQ. Implications: Many students did not perceive value
in completing the ILSQ or attending the learning strategies
lecture and could not accurately recall their individual learning
styles. Despite this, the majority agreed that these activities
remain in the course. Revising our current approach to intro-
ducing students to different learning styles and strategies is
necessary.
Important Factors for Student Success in a Multiple
Instructor Course. Machelle Davison, University of Oklahoma.
Objectives: To identify key factors which make a course with
multiple instructors successful. To develop a training program or
list of guidelines that course coordinators can use to enhance the
success of a course with multiple instructors. Methods: A survey
instrument was developed and distributed to all students on both
campuses (Oklahoma City and Tulsa) of the University of
Oklahoma, College of Pharmacy. The survey represented ques-
tions related to items that students felt made a multiple instructor
course successful (i.e. coordination among lecturers from one
subject to another). The survey contained ten items ranked on a
Likert Scale and four open-ended questions. Results: The major-
ity of students at all levels felt that the top items needed for suc-
cess in a multiple instructor course included: sample test ques-
tions from each lecturer, coordination among lecturers from one
subject to another, and learning objectives clearly stated at the
beginning of each lecture. An analysis of variance among each
class and location of classes revealed differences in responses
between campuses (i.e. Tulsa second year students ranked the
ability to have lecture videos available online for review after
each class number one in importance). Implications: From the
results, guidelines have been developed for courses with multi-
ple instructors and will be used starting Fall 2004. The survey
will be administered a second time to evaluate any changes. This
study should be replicated by other Colleges of Pharmacy and
other Professional Education programs for a clear representation
of the outcomes on a national basis.
Utilizing Self-Assessment to Foster Self-Learning and
Improve Performance-Do Students Perceive Any Value?
Tricia Berry, Brenda Gleason, Ashley Butler, St. Louis College of
Pharmacy. Objective: To correlate overall course performance
with student perceived value of utilizing self-assessment to cul-
tivate self-learning. Methods: Students (n=191) enrolled in a
required introductory professional course in 2003 received
34
instruction on how to use perceptive and insightful self-assess-
ment along with expert-assessment to drive their learning and to
improve their performance on course ability outcomes (Thinking
and Decision-making and Self-Learning). Students were
required to complete a formal self-assessment on assigned
patient case work-ups throughout the course and received expert
feedback on these. At the beginning and end of the semester, stu-
dents were asked to provide reflective responses on their per-
ceived value of the self-assessment process to improve their abil-
ities. The end-semester reflective responses were evaluated and
ranked using a 3-point Likert scale (1=not valuable, 2=neutral,
3=valuable) to ascertain if students who valued the self-assess-
ment process performed better in the course. Results: A total of
188 students provided a reflective response. Of these, 67% found
the self-assessment process to be a valuable learning tool.
Seventy percent of A and B students valued the self-assessment
process compared with 50% of C students (p < 0.05). Excerpts
from student reflective responses will also be shared.
Implications: This data was given to students currently enrolled
in this introductory professional course to encourage utilization
of the self-assessment process to improve performance and take
responsibility for their own learning early in their academic
career. Instructors gained insight on how to foster self-learning
through the self-assessment process for future students.
Assessing an Abilities-Based Curriculum. Michael Monaghan,
Rhonda Jones, Creighton University. Objectives: Our program
adopted an abilities-based curriculum and established 12 termi-
nal educational ability-based outcomes. Multiple choice testing
may be inappropriate when evaluating student achievement in
such a curriculum. We developed performance-based assess-
ments to measure students’ ability to accomplish the program’s
ability-based outcomes. The purpose of this report was to evalu-
ate the reliability of the first year assessment process. Methods:
Faculty teams defined expected outcomes and tasks for each of
the 12 ability-based outcomes for the P1 year in the curriculum.
These expected outcomes and tasks then became the basis for
cases used in designing the P1 performance-based assessment.
Faculty drafted 12 cases and corresponding performance criteria
used in grading student performance. All cases were validated by
a national review panel. The P1 cases were then converted into
computer-based simulations for programmatic assessment at the
end of the 2003 school year. All P1 students participated in the
12-case assessment in which each case centered on one ability-
based outcome. Two faculty members graded all cases.
Spearman’s correlation coefficient was calculated to measure the
interrater reliability between the two graders; Cronbach’s coeffi-
cient alpha was calculated to measure the internal consistency of
the assessment. Results: Ninety-four students participated in the
P1 assessment process. The overall interrater reliability was 0.94;
the Cronbach’s coefficient alpha was 0.86. Implication:
Performance-based assessments produce reliable data that can be
used to evaluate an abilities-based curriculum.
Assessment of Learning Style for the Second-Year
Pharmacy Class at University of Georgia College of
Pharmacy. Henry Cobb, Keith Herist, Michelle McElhannon,
Christopher Cook, University of Georgia. Objectives: The
study was undertaken to assess the learning style of the second
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
year pharmacy class. The information will be used in disease
management courses and pharmacy practice laboratories to
better design the teaching methods and presentations with
recent changes in the second year curriculum. Methods: All
students in the second year class were asked to complete the
Index of Learning Styles (ILS). Each student filled out the 44-
item questionnaire and scoring sheet. There are four dichoto-
mous dimensions of the ILS model used with 11 items
assigned to each dichotomous dimension (active-reflective,
sensing-intuitive, visual-verbal, and sequential-global). The
data was entered into Excel, downloaded and analyzed using
SAS 8.2. Results: One hundred and nine members of the 2004
class completed the questionnaire with results different from
the 2000 class survey. The 2004 second-year class appeared
balanced in the dichotomous dimensions of the active-reflec-
tive scale, but the class had a moderate preference for sensory
dimension on the sensory-intuitive scale, verbal over visual,
and sequential over global. Project Implications: It is impor-
tant that the teaching methods used in the disease management
courses and the pharmacy practice laboratories match class-
learning styles.
Work In Progress
Exploring Changes in Pharmacy Student's Empathic
Communication Styles Using the La Monica Empathy
Profile. John Lonie, Rola Alemam, Long Island University.
Objectives: This study will examine the effect of entry-level
communication skills education on pharmacy student’s pretest
and posttest La Monica Empathy Profile (LEP) scores. The
LEP measures the relative frequency with which one uses dif-
ferent empathic communication styles when one is engaged in
a helping role. The LEP measures empathic communication
styles along five dimensions: (i) nonverbal behavior; (ii) per-
ceiving feelings and listening; (iii) responding verbally; (iv)
respect of self and others and (v) openness, honesty and flexi-
bility. It is hypothesized that the course will expose students to
new modes of empathic communication and this will be evi-
denced in posttest LEP scores. Methods: Prior to any formal
instruction in the concept of empathy, ninety-six pharmacy
students were given a La Monica Empathy Profile in a com-
munication skills course early in the semester (pre-test). This
served as a baseline measure of empathic communication
styles. After didactic instruction and practice (recitations) in
empathy skills, the students were given the LEP a second time
(post-test). Results: This is currently a work in progress.
Implications: As an instructional methodology, the use of the
LEP forces students to examine and gain insight to their most
frequently used empathic communication styles. In addition,
by comparing pre and posttest scores, the educator is able to
determine which areas of the course have had the greatest
impact in adding new behaviors to the student’s repertoire of
empathic communication skills.
Comparison of Student Evaluations for a Course Delivered
Live and by Interactive Video Technology. Robert Kidd,
Mary Stamatakis, Shenandoah University. Objectives: The
purpose of this study was to compare students’ course and
instructor evaluations of a course taught in traditional, live
35
classroom setting, and the same course taught via interactive
video technology. Methods: This investigation was conducted
for a three credit hour clinical pharmacokinetic course deliv-
ered during the spring semester of 2004. One course was
taught in a traditional, live classroom setting to 38 students at
Shenandoah University Bernard J. Dunn School of Pharmacy,
and the same course was also taught in separate sessions via
interactive video technology on a digital ISDN network to 75
students at West Virginia University School of Pharmacy. Both
groups of students received the same lectures, by the same
instructor with the exception of six one-hour lectures out of the
42 contact hours. A student course and instructor evaluation
will be administered to each group at the conclusion of the
semester. The results of these evaluations will be analyzed for
significant differences using a t-test. Results: To be deter-
mined. Implications: The increase in number of satellite cam-
puses and the remote location of some faculty have lead to an
increased interest in the use of various methods of interactive
video technology. Therefore, the perception of students
towards videoconferencing and the effectiveness of teaching
via this method compared with traditional classroom delivery
of content needs to be more thoroughly assessed.
Implementation of an Early Practice Experience in
Conjunction With an OTCs and Herbal Remedies Course
for First Year Student Pharmacists. Sharon Hanson, Nancy
Kawahara, Loma Linda University. Objectives: The OTC
early experiential program develops students’ abilities to:
Interview patients to obtain medical and medication histories;
Assess patients’ complaints/symptoms for appropriateness of
self-care; Develop treatment plans for self-care issues;
Educate patients about proper use of nonprescription products
or herbal remedies; Perform follow-up monitoring to deter-
mine the effectiveness and safety of recommended treat-
ment(s); Utilize quick reference “Drug Cards” to respond to
patient care questions. Methods: Pairs of first year student
pharmacists were assigned to community pharmacy sites as a
“living lab” for their OTCs and Herbal Remedies course. The
students served on-site 4 hours/week for winter and spring
quarters 2004. They responded to patients needing assistance
with self-care issues by facilitating the communications
process with the pharmacist. The course and on-site work
emphasized establishing the appropriateness of self-care
(patient assessment), developing a therapeutic plan (product
selection), verifying patient understanding (patient education),
and monitoring outcomes (follow-up). The students’ docu-
mentation was reviewed and signed by the supervising phar-
macist. The course emphasized Common Sense + Drug
Knowledge = Competent Pharmacist. Results: Consultation
forms documenting the students' services were reviewed by
faculty. Course learning and application of material was
assessed by case-based exams. The students and supervising
community pharmacists completed program evaluations.
Implications: Early practice experience, coordinated with a
nonprescription drug therapy course, facilitates the develop-
ment of patient care skills. Case-based exams demonstrate
gaps in student understanding of course content and its appli-
cation to patient care. Exam results and program evaluations
will be available.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Students’ Self-Assessment of Service-Learning Outcomes.
Kevin Kearney, Massachusetts College of Pharmacy-
Worcester. Objectives: To determine the learning outcomes,
based on students’ self-assessment, of a Service-Learning (SL)
course, and what factors may affect that learning. Methods:
As a step toward evaluating learning outcomes from service-
learning, pre- and post-course surveys were administered to P1
students in a required SL course in fall quarter 2003. Similar
surveys had been administered in fall 2002, with 84 respon-
dents to the surveys. The course was revised for the fall 2003
offering (enrollment: 150 students), and the results of the 2003
surveys make it possible to confirm and expand on previous
conclusions, and to assess the effectiveness of the revisions. In
the anonymous surveys, respondents reported information
about themselves, their experiences, their attitudes and their
abilities in a variety of areas (oral and written communication,
critical thinking, knowledge of various populations, etc.).
Results: Self-reported attitudes and abilities at the outset and
conclusion of the course were compared, and statistically sig-
nificant changes were taken as preliminary indications (sub-
ject to future confirmation by more objective measures) of
positive learning outcomes. The results of the study indicate
that SL contributes to the achievement of a broad range of edu-
cational outcomes, to different extents in various areas.
Implications: The study demonstrates the educational effica-
cy of SL, including both strengths and limitations. Beyond
this, it also elucidates factors that affect students’ learning, and
features of course design that enhance educational outcomes.
Finally, it suggests ways in which educators may be able to
build on successful service-learning experiences and positive
outcomes.
Pharmacists’ Self-Assessment of Pharmacy Practice
Knowledge and Skills After Graduation From a Distance
Education Post-Baccalaureate Pharm.D. Program. L.
Douglas Ried, Gayle Brazeau, University of Florida.
Objectives: Student self-assessment of their knowledge and
skills is essential to self-directed life-long learning and, if
valid, could be a key element in an overall curricular assess-
ment plan. In the academic medicine literature, physician
experts evaluating medical students’ communication skills
found that individuals in the middle or upper third of their abil-
ities were able to accurately self-assess or under-assessed their
abilities, respectively. Students in the lower third consistently
over-estimated their abilities. The goal of this study in
progress is to investigate whether post-baccalaureate PharmD
students’ self-assessments could be used to evaluate whether
they have achieved the College’s educational outcomes.
Methods: After graduation, we ask post-baccalaureate
PharmD students to assess their own skills on practice-related
competencies. In addition, the College incorporates expert-
based clinical practice assessments into student’s feedback
about their performance throughout the curriculum. This
ongoing feedback gives students the opportunity to calibrate
their knowledge and clinical skills relative to those of an
expert practitioner. Students’ self-assessments will be com-
pared with the clinical experts’ assessments and cumulative
grade point average. We will assess whether the pharmacists’
knowledge and skill self-assessments directly mirror those of
36
their preceptor experts or whether their self-assessments fit the
pattern found in the academic medicine literature.
Implications: Self-assessment of student learning and prac-
tice skills may be an additional source of information available
to verify. We will investigate whether graduate pharmacists’
self-ratings are a viable indicator successful completion of cur-
ricular goals when employed in conjunction with other assess-
ment measures in a hybrid distance education program.
Curricular Outcomes Assessment at Colleges and Schools
of Pharmacy. Harold Kirschenbaum, Martin Brown, Michelle
Kalis, Long Island University. Objectives: Outcomes assess-
ment is a much-discussed topic within the academy and is a
major component of the ACPE accreditation standards.
However, the majority of information available specific to col-
leges/schools of pharmacy are reports from single institutions
on a specific project/activity. Therefore, a survey was designed
to gather more data on assessment techniques/methods.
Methods: A 16-item survey was developed and reviewed by
experts, revised, and submitted to the institutional review
board for approval. The Deans of the 89 colleges/schools of
pharmacy were emailed and asked to identify the person
responsible for curricular assessment and the survey was then
mailed to the designated person in fall 2003. In five week
intervals a follow-up mailing and then emails/telephone calls
were made to non-responders. Results: To date 67 (75%) sur-
veys have been returned. Preliminary review of the data indi-
cate that colleges/schools utilize various methods of curricular
assessment including surveys of alumni and preceptors, stu-
dent exit interviews, standardized formative and summative
course evaluations by students, and direct observation by fac-
ulty (most frequently during practice experiences).
Colleges/schools rarely benchmark curricular outcomes with
similar institutions, although most respondents indicate that
they compare desired outcomes to those required by ACPE.
Administrators (eg,Deans, Associate/Assistant Deans), an
assessment office/officer, and curriculum committees are
reported to have the greatest responsibility for conducting cur-
ricular assessments. Implications: The information gathered
will serve as a benchmark for colleges/schools of pharmacy to
gauge their assessment strategies. Complete data analysis will
be presented.
Use of an Audience Response System to Measure Physician
and Pharmacist Knowledge of Anticoagulation Guidelines.
Philip Trapskin, Kelly Smith, John Armitstead, George Davis,
University of Kentucky. Objectives: The objective of phase I
was to measure participant’s knowledge of anticoagulation
guidelines with an audience response system (ARS) pre and
post-education in a university hospital and college of pharma-
cy. Phase II was designed to measure compliance with the war-
farin initiation component of the guideline following imple-
mentation. Methods: Phase I: Seven case-based anticoagula-
tion questions with multiple choice answers were presented to
internal medicine residents, clinical pharmacists, pharmacy
residents, and pharmacy students. Responses utilizing ARS
were obtained prior to guideline education to assess baseline
knowledge and afterwards to test participants’ ability to use
the guideline. Results were discussed with the audience.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Statistical analysis was performed with a paired student’s t-test
to compare pre-education and post-education scores. Phase II:
A retrospective chart review of all hospital patients receiving
warfarin under the care of internal medicine residents from
December 2003 to May 2004 will be performed to assess
adherence to the warfarin initiation component of the guide-
line (target threshold of 75%). Results: Fifteen physicians and
24 pharmacists were analyzed showing a significant positive
difference in pre-education and post-education scores
(P<0.05). Pharmacists’ mean scores were (3.79 +/- 1.02 and
6.79 +/- 0.41); physicians’ mean scores were (2.8 +/- 0.86 and
5.93 +/- 1.33). Results of data collected at the lecture to third
year pharmacy students and phase II will be presented at the
meeting. Implications: An ARS is an effective tool to help
teach and implement guidelines to medical residents, pharma-
cists, pharmacy residents, and pharmacy students.
Comparison of Instructor Workload: Campus Vs Web-
Based Patient Assessment Course. Thomas Lenz, Rhonda
Jones, Creighton University. Objectives: Our School recently
implemented a web-based doctor of pharmacy pathway. The
objectives of this study were to compare the following
between a campus and web-based patient assessment course:
(i) total amount of time and time invested per student to teach
and maintain/coordinate the course, and (ii) number of emails
received and sent, questions received, phone conversations
and office visits. Methods: PHA 326 Patient Assessment is a
required course in the pharmacy program. Course content is
identical in both the campus and web-based pathways.
Instructor workload was measured for each pathway by docu-
menting daily the total time required throughout the semester.
A spreadsheet was developed to record the time per day for:
class preparation, coordination, lecturing, and grading; num-
ber of emails received and sent; number of verbal questions
received in class; phone conversations; and office visits.
Results: Forty-five students were enrolled in the web-based
course and one hundred seven students were enrolled in the
campus course. Weekly and total semester results will be pre-
sented for: time for class preparation, coordination, lecturing,
and grading; number of emails received and sent; number of
verbal questions received in class; phone conversations; and
office visits. Implications: Distance education through the use
of a web-based delivery system is becoming an established
means of instructing students. Published reports regarding
web-based instructor workloads are conflicting and have not
been conducted in a pharmacy education program. The results
of this study will provide further insight into instructor work-
loads for web-based courses.
Use of Resource Algorithms by Undergraduate Students in
a Drug Information Center. Kelly Shields, Ohio Northern
University. Objectives: To design, implement and evaluate
algorithms to facilitate appropriate resource use for respond-
ing to drug information (DI) requests. Methods: Algorithms
were developed for three common categories of drug informa-
tion requests received by students working in the DI center.
Current undergraduate student employees were surveyed to
assess their ability to select DI resources appropriate for DI
responses, as well as their ability to use the resources selected.
37
Students were asked to estimate the amount of time spent
responding to an average DI request. Additional demographic
information including years in school and years working in DI
were collected. Students were then provided training in use of
algorithms for certain categories of DI requests. A follow-up
survey to assess the same parameters as the baseline survey
will be distributed after approximately six weeks of algorithm
use. Results: Baseline survey data are available, other data are
pending. It is anticipated that student comfort will increase in
responding to DI requests for categories where algorithms are
available. It is also that students will report increased use of
resources previously not utilized. Additionally, student-
assessed quality of responses is expected to improve.
Implications: For DI settings with a large number of under-
graduate students the provision of algorithms to determine
appropriate resource use may dramatically impact student per-
formance while representing only a minimal investment in
time.
A Longitudinal Study of Student Performance and
Perception of a Required Pharmacogenomics Course.
Gayle Brazeau, Daniel Brazeau, University at Buffalo.
Objectives: To longitudinally evaluate student performance
and perceptions of a required pharmacogenomics course.
Methods: A pharmacogenomics course has been required for
students in the P3 year since 2002. It was included because
faculty believe the future practice of pharmacy will require an
understanding of pharmacogenomics as it applies to the opti-
mization of effective and safe pharmacotherapy and because
patients and health care professionals will assume pharmacists
have this knowledge. The learning objectives provide a practi-
cal understanding of human genetics and pharmacogenomics
as applied to therapeutic optimization. Readings included cur-
rent literature and/or textbooks. Faculty members from phar-
maceutical sciences and pharmacy practice are involved in this
course. Student performance was evaluated with essay exami-
nations, in-class exercises and a short research paper. Course
and instructor evaluations included both quantitative and
open-ended questions. Results: This course has been offered
in spring and fall 2002 and fall of 2003. Student performance
in this course has improved over time, but 1/3 of the students
still received a C or lower. Course evaluations for the most part
have been positive. The most consistent student comments
relate to a perceived infancy of the field and, as such, they
could not see its potential importance and relevance to their
future pharmacy practice. Implications: Given their present
pharmacy practice environment, students do not see the rele-
vance of this course. Future course improvements include
increasing the involvement of practice faculty whose prac-
tice/research currently utilizes pharmacogenomics.
Furthermore, it may be important to place this course earlier in
the curriculum.
Multi-lecture Style Based Lectures: Development and
Implementation for Second Year Professional Pharmacy
Students. Bradley Cannon, Annette Pellegrino, Alethea Little,
Maria Flores, University of Illinois at Chicago. Objectives:
Conceptualize and develop a lecture using student-generated
learning style preferences; Identify common strengths and
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
weaknesses of various learning style lecture approaches
through a lecture evaluation form; Evaluate the student pro-
vided feedback; Assess the impact of a multi-lecture style
based lecture on the learning comprehension of pharmacy stu-
dents. Methods: Second year pharmacy students completed an
initial survey identifying student learning style preferences
upon entering the Contemporary Pharmacy Practice course.
The Senior Student Instructors and their preceptor reviewed
these to design a three-hour lecture on patient counseling
based on the most prevalent learning styles obtained from the
surveys. The lecture was divided into four sessions that includ-
ed: a Power Point interactive mini-lecture, a verbal critique of
a videotaped student counseling session, a simulated counsel-
ing session, and a review session. An evaluation tool was
administered at the end of the session, allowing ten minutes
for completion. Results: The initial survey results identified
five prevalent learning styles: “hands on,” visual, reading,
examples/demonstrations, and listening. The evaluation forms
will be analyzed to determine the strengths and weaknesses of
the multi-lecture style based lecture as well as the students’
perception of knowledge obtained from this approach.
Implications: Implementing a multi-lecture style based lec-
ture based on student learning style preferences should create
a learning environment conducive to most prevalent learning
styles. In addition, this lecture environment should enhance
the confidence in the application of knowledge learned from
the lecture.
Effect of Reorganization and Incorporation of Active-
Learning Approaches in Pharmaceutical Care Courses on
Students' Perception of Relevance, Time Utilization,
Knowledge and Confidence to Practice. Tak Li, Patricia
Grace, Gayle Brazeau, University at Buffalo. Objectives: To
investigate reorganization and additions in instructional
approaches in pharmaceutical care courses, namely reorgani-
zation of the course content and incorporation of more active
learning exercises, on students' perception of relevance, time
utilization, knowledge and confidence to practice in intern-
ships or experiential programs. Methods: Students have been
divided into groups according to their graduation year:
P2–2006, P3–2005 and P4–2004. The P3 and P4 classes com-
pleted their pharmaceutical care courses using the original
course syllabus, while the P2 class is being conducted using a
revised syllabus. The revised syllabus involved reorganization
using a disease management approach, discussion groups and
case studies. Students' perception of the relevance of course
material, time utilization, knowledge and confidence to incor-
porate this knowledge and skills to their internship or experi-
ential program are being evaluated using an on-line survey.
The survey includes 24 pharmaceutical care topics on work-
flow, communication, disease management and information
pertinent to future career choices. The results will be analyzed
using appropriate statistical methods. It is hypothesized that
P2 students will report that current course activities are more
relevant, time is better utilized, and content is more appropri-
ate. An alternative hypothesis is that there will be no differ-
ences because of the additional experiences in the P3 and P4
classes. Implications: These findings may potentially suggest
the importance of utilizing a disease management approach
38
integrated with discussions and cases to improve students' per-
ception of course relevance, time utilization, and course con-
tent and confidence as it applies to pharmacy practice.
A Global Study of Pharmacy Faculty Salaries: Are They
Satisfied? Sujit Sansgiry, Sujata Jayawant, University of
Houston. Objective: The remuneration of pharmacy profes-
sionals may vary as per their job profile, responsibilities, and
differ based on geographic region. This project is a pilot study
designed to evaluate pharmacy faculty salaries across the
world. Methods: Participants in this study included pharmacy
faculty identified based on an Internet search of Colleges of
Pharmacy across the world. Around 155 Colleges of Pharmacy
were selected from different countries. A survey was sent to
850 pharmacy faculty via email. Participants were requested to
complete the survey by replying to email. A five-point Likert
scale was used to assess the level of satisfaction of the faculty
with their current salary, job responsibilities and annual
growth in salary. Demographic and compensation information
was also collected. Data collected was coded and analyzed
using SAS statistical package to perform descriptive analysis.
Results: Analysis was performed on 41 completed surveys
received so far. Mean age of the respondents was 45.8 (SD
9.80) with majority being males (51.2%). Median of salary of
pharmacy faculty in U.S.D was $27,000 (Range $2,487 to
$100,000). Preliminary results show that respondents were
somewhat dissatisfied with their current salary (2.68 SD 1.17)
and annual growth in salary (2.44 SD 1.28). Implications:
Data collection is still in progress and should yield some inter-
esting results. Detailed analysis of the compensation received
by pharmacy faculty may help organizations offer productive
incentives to recruit new faculty, thus helping colleges of phar-
macy attain or exceed their goals in a global competitive mar-
ket place.
A Longitudinal Study of Retention Utilizing a Comparison
the MBTI preferences of First Year Pre-Pharmacy Majors
and Pharm.D. Graduates. Jeanne Van Tyle, Butler
University. Students with certain Myers-Briggs Type Indicator
(MBTI) preferences appear to graduate from the Butler
University (BU) Pharm.D. Program as compared with the gen-
eral college student population. All incoming students to
Butler University take the MBTI as part of freshmen testing. A
study of more than 200 students was conducted to compare the
frequency of MBTI preferences among pre-pharmacy majors
and Pharm.D. Graduates (graduation 2002, 2003, and 2004) in
a longitudinal, retrospective study. Graduating Pharm.D. stu-
dents preferred type ESTJ and subtypes S and J. Students who
did not graduate with a Pharm.D. degree preferred types INTP
and ENTP, and subtypes N, and P. Statistical analysis used the
Chi square and Fishers Exact. Previous authors have reported
the preference for type ISTJ, ISFJ, ESTJ and ESFJ but this
study shows that the preference becomes more prevalent as the
student move toward graduation. In particular, this informa-
tion can be examined by committees in the college as it per-
tains to selection criteria for the professional program and for
the curriculum. While the MBTI should not be used to select
candidates for a program, it can give a great deal of informa-
tion on what type of students the program attracts and how
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
well the students are retained over time. It can be used to pro-
vide the curriculum committee with information useful for
curricular planning such as the need for inclusion of commu-
nication courses. The MBTI can also be used to help students
learn more about themselves and how to effectively participate
in teams.
Generation X Characteristics of United States College of
Pharmacy Faculty. Melody Ryan, Frank Romanelli.
Objectives: To determine the degree to which faculty mem-
bers in United States Colleges of Pharmacy identify with
Generation X characteristics. Methods: A World Wide Web
survey was developed and pre-tested. The survey incorporated
demographic information, general questions regarding
Generation X educational attitudes, and a validated Generation
X scale. The survey captured the following demographic
information for each faculty member: year of birth, gender,
and college department or division. The questions regarding
Generation X educational attitudes were based on Generation
X Goes to College, a book regarding Generation X attitudes
toward education. These questions were previously used by
the investigators to characterize Generation X pharmacy and
dental students. The Generation X scale contains questions in
four domains: jobs, parents, shopping, and yuppies. A link to
the survey was sent via e-mail to all faculty members at United
States colleges of pharmacy as identified by the AACP roster.
Faculty members responded via a World Wide Web survey
site. Results were returned in an anonymous fashion to the
investigators. These results will be analyzed according to age
group, gender, and college department or division. The data
will also be compared with previous survey results for phar-
macy students.
Domestic Violence Content in United States Pharmacy
Curricula. Melody Ryan, Ann Amerson, University of
Kentucky. Objectives: Identify the scope of domestic violence
training in pharmacy schools nationwide. Determine knowl-
edge and attitudes regarding domestic violence among phar-
macy school instructors. Methods: A World Wide Web survey
was developed and pre-tested. The survey consisted of two
parts. The first part of the survey collected information on the
presence of domestic violence instruction in the curriculum,
the amount of time devoted to this topic, and the instructional
methodologies employed. The second part of the survey con-
sisted of a modified version of an instrument originally devel-
oped to capture experience and attitudes of community phar-
macists regarding domestic violence (Ford 1996). A link to the
survey was sent via e-mail to all academic affairs deans of
United States colleges of pharmacy as identified by the AACP
roster. These individuals were instructed to forward the survey
to the most appropriate person within each college. If there
was no instruction on domestic violence in that college, the
academic affairs dean was asked to forward the survey to the
course coordinator of the class where the topic would most
likely be taught. Results were returned in an anonymous fash-
ion to the investigators. These results will be analyzed to deter-
mine the extent to which domestic violence training is per-
formed in United States colleges of pharmacy. The knowledge
and attitudes regarding domestic violence among pharmacy
39
school instructors will be compiled and compared with the lit-
erature concerning community pharmacists.
Health Behaviors of Pharmacy Students. Marianne
McCollum, Susan Paulsen, University of Colorado.
Objectives: To gather information on the health status, risk
behaviors, and preventive health practices of pharmacy stu-
dents. Methods: The Behavioral Risk Factor Surveillance
System (BRFSS) 2003 Questionnaire was administered in a
written format to first through third year University of
Colorado pharmacy students. Questions covered areas such as
health status, demographics, hypertension and cholesterol
awareness, tobacco and alcohol use. Responses in each area
were compiled and analyzed to determine differences by gen-
der and year of school. Responses will be compared against
state BRFSS data and Healthy People 2010 objectives.
Results: Questionnaires were completed by 345 students, 67%
of them female. The majority indicated very good or excellent
health status (n=196). Ninety students (59 female, 31 male)
reported smoking more than 5 packs of cigarettes in their life-
time; 34 (38%) indicated they had not tried to quit in the last
12 months. Eighty percent of students (n=276) reported drink-
ing during the last 30 days, 58% reported binge drinking (48%
of women and 28% of men), and 7% of those reporting binge
drinking also reported driving afterward. Ninety eight percent
reported they had their blood pressure checked, 59% had their
cholesterol checked, and 40% of students received a flu shot in
the last 12 months. Implications: The mixed results concern-
ing the extent of risk behaviors and preventive health practices
among pharmacy students may indicate the need for increased
public health content in the pharmacy school curriculum.
The Student Portfolio as an Assessment Tool for the
Development of the Professional Abilities in a Pharmacy
Curriculum. Wanda Maldonado, Gladys Miro, University of
Puerto Rico. Objective: To document the development of the
professional abilities throughout the curriculum with the use of
the student portfolio as an assessment tool. Methods:
Pharmacy students from each professional year submit a port-
folio each semester. The purpose of the portfolio is to docu-
ment how the students develop the professional abilities with-
in the context of the courses being offered during that particu-
lar semester. The portfolio is structured in such a way that the
students can document and reflect on the integration between
the curricular content and the development of the abilities that
are identified as outcomes of the curriculum. Faculty and stu-
dents participate in the development of criteria for the collec-
tion of students’ work, as well as the guidelines for self-reflec-
tion and criteria for evaluation. Results: Aggregate analysis
for the first three years of implementation of the program will
be presented. The analysis presents how the different courses
have contributed to the development of the professional abili-
ties, and the extent to which the different abilities are being
developed. Implications: Portfolios offer a way of assessing
student learning that is quite different from traditional meth-
ods. It offers the opportunity to observe students in a broader
context, developing creative solutions and learning to make
judgment about their own performance. The student portfolios
can be incorporated as an assessment tool to document the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
development of the professional abilities in the program. The
portfolios can also be used to assess how the proposed cur-
riculum is being implemented. It represents a cornerstone for
continuous program assessment.
A Longitudinal Approach for Enhancing Student
Confidence and Ability to Research and Answer Drug
Information Questions. Hilda Bi, Connie Valdez, Susan
Paulsen, University of Colorado Health Sciences Center.
Objective: To develop and implement a longitudinal approach
for teaching drug information in order to enhance student con-
fidence and ability to efficiently and accurately research drug
information questions. Methods: A survey to measure student
confidence in selecting appropriate drug information resources
and a test to assess their ability to accurately answer drug
information questions was administered to second-year phar-
macy students at the beginning of the spring semester. The test
examined 1) student ability to use tertiary resources to answer
drug information questions and reference their sources appro-
priately, and 2) student ability to use secondary resources to
find primary literature to answer drug information questions
and submit their search strategies to demonstrate efficiency.
Six drug information activities will be implemented in the
Professional Skills Development class. The confidence survey
will be re-administered and their ability to accurately answer
drug information questions will be retested at the end of the
semester. Data will be analyzed to identify significant changes
in student confidence and to evaluate their ability to efficient-
ly and accurately answer drug information questions. Results:
The survey and pre-test were administered to 118 students dur-
ing the first week of the spring semester. Preliminary data
reveal that students are most confident using Medline as a pre-
ferred secondary database and least confident with
International Pharmaceutical Abstracts. Students are moder-
ately confident using all general references. Implications:
Pharmacy schools prepare students to effectively provide drug
information. Continuous exposure to drug information activi-
ties may enhance student confidence and ability to answer
drug information questions.
Assessing Pharmacy Student Retention of Knowledge: A
Comparison of Student Clinical Confidence and Test
Performance. Connie Valdez, Hilda Bi, Susan Paulsen,
University of Colorado Health Sciences Center. Objectives:
To assess student retention of knowledge and clinical confi-
dence when managing patients with hypertension and dyslipi-
demia. Methods: Hypertension and dyslipidemia are taught
during the fall semester of the second year pharmacy program
in the Integrated Organ Systems (IOS) course. A survey and
assessment test was administered to second year pharmacy
students on the first day of Professional Skills Development
IV (PSD IV) class. The survey assessed student clinical confi-
dence and the assessment test evaluated their retention of
knowledge related to the management of hypertension (based
on JNC VII guidelines) and dyslipidemia (based on NCEP
ATP III guidelines). Approximately, 50% of the pre-test ques-
tions were attained from IOS exams to serve as control ques-
tions. The remainder of questions were based on the JNC VII
and NCEPT ATP III guidelines. The IOS course director will
40
provide average student performance for each control ques-
tion. We will analyze the following: Student performance on
the assessment test. Student performance on the IOS control
exam questions in comparison to performance on the assess-
ment test control questions. Student perception of clinical con-
fidence in comparison to actual performance on the assess-
ment test. Results: One hundred and twenty second year phar-
macy students completed the survey and assessment test.
Results of the data are in the process of analysis.
Implications: Student retention of knowledge is a looming
question. Data from this research will be used to drive curric-
ular changes, if necessary, and to explore teaching methods
that will support long-term retention of knowledge and confi-
dence.
Theoretical Model
Online Learning at Shenandoah University School of
Pharmacy: Implications for Mentoring the Online
Learner. Scott Stolte, Evan Robinson, Shenandoah
University. Objective: The growth in distance education has
been unprecedented in the past ten years, and that growth has
stimulated concern regarding the ability to mentor students
who only interact with peers and faculty in an online domain.
The nontraditional doctor of pharmacy program at
Shenandoah University is an Internet-based distance-learning
program where the students participate in didactic and case-
based learning online. The faculty who interact with these stu-
dents serve not only as online facilitators but also fulfill the
roles of advisor and mentor. This case study evaluated the
degree to which advising and mentoring took place online, and
then identified some implications of the online advising and
mentoring experience. Methodology: A qualitative, case study
approach was used to review the experiences of two online
faculty who interacted with non-traditional students as teach-
ers, advisors, and mentors. These experiences included prior
communication, online chat logs, and reflection upon student
interactions. Results: It was determined that a significant
amount of the interaction occurring between the faculty and
the online learners could best be defined as advising, not men-
toring. The advising that took place could be broken down into
three areas; academic, professional life and home life. It was
also identified that the advising that occurred within the syn-
chronous (real-time) online discussions and one-to-one emails
fostered the development of a trusting relationship that facili-
tated the mentor relationship. Implications: Online mentoring
is possible, however it requires hard work and considerable
time to develop the mentoring relationship. Online mentoring
occurs less frequently than online advising.
Assessing Prerequisite Information Processing and
Metacognitive Skills of Entering Pharmacy Students. Judith
Garrett, Stephanie Gardner, Charles Born, Martha Alman,
University of Arkansas for Medical Sciences. Rationale and
Objective: When students fail exams, they are often told to get
help learning how to learn. Learning how to learn involves skills
such as developing knowledge bases, monitoring understand-
ing, and applying information and skills. These activities and
related information processing prerequisites are often referred to
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
as metacognitive skills. Our objective was to use a model of
learning as the basis for translating metacognitive skills into
observable behaviors and to develop and beta-test an instrument
to assess these skills. Methods: An instrument was developed to
assess students’ abilities to visualize and summarize spoken,
text and graphical information, and was administered to 83 1st
year students during the first week of the semester. A criterion
score was established for each part of the test and each student
received a report indicating areas of strengths/weaknesses. Item
analysis was used to identify revision needs. Results:
Reliability (Cronbach’s alpha=.82) was acceptable but the num-
ber of items exceeded time allotted to complete the instrument
so only three sections were scored: visualizing spoken informa-
tion by producing a drawing, interpreting diagrams by produc-
ing a written summary, and interpreting written information.
Item-total correlations provided information about the contribu-
tion of each item to overall reliability. Conclusions and
Implications for Future Study: Preliminary analyses suggest
that the test did differentiate among students at different infor-
mation processing and prerequisite skills levels. In future stud-
ies, the impact of level of prerequisite information processing
skill and level of web-based metacognitive skills instruction use
on course achievement, will be examined.
LIBRARIES/EDUCATIONAL RESOURCES
Completed
Collaborative, Comprehensive Library Services for Faculty
and Students. Geraldine Wanserski, University of Wisconsin-
Madison. Objectives: To provide broad, easy, and seamless
access to library materials and services for instructors, clini-
cians, preceptors, researchers, students, and staff in School of
Pharmacy and other areas of the health sciences. Methods: Staff
members of the UW-Madison Health Sciences Libraries (HSL)
collaborate with more than 40 campus libraries and other UW-
System libraries to ensure seamless service for remote users,
distance education students, preceptors, and people based on
campus. HSL currently provides: electronic reserves via student
portal; Library Express Service that electronically delivers print
journal articles, book chapters, and microfiche that have been
converted to .pdf; customized course-related instruction; and
liaison service. The Library collaborates on book delivery
between some 40 UW-Madison Libraries and 13 UW-System
libraries, and the campus Live Reference Service. Results:
Library patrons have rapid access to print journal articles with-
out having to go to another library. Clerkship students and oth-
ers living outside of Madison have expanded access to resources
while away from campus. Access to library resources is avail-
able from anywhere in the world via the library proxy server.
Students have access to late night reference help even if their
primary library is closed. Implications: Library patrons are not
bound to a particular library or campus to gain access to
resources. Expectation for rapid delivery of materials has risen,
as has demand for electronic access to materials. Libraries can
avoid duplication of materials by developing collaborative
delivery services. HSL is considering adding staff time for Live
Reference service to ensure health expertise is available.
41
WIP
Drug Interaction Resources on the Internet and Student
Preferences. Oluwaranti Akiyode, Bisrat Hailemeskel, Arjun
Dutta, Salome Bwayo, Howard University. Objectives: To
introduce students to various Drug Interaction (DI) online
resources, increase students’ awareness and familiarity with
pharmaceutical informatics, and to assess their preferences of
internet based DI resources. Methods: A lecture was given on
the basic concepts of DI to first year pharmacy students. At the
end of the lecture, they were asked to use each of the assigned
Web sites to answer a drug interaction question randomly cho-
sen from our drug information center. The students were
expected to rank the Web sites based on the criteria developed
and provided to them. The Web sites included in this study
were: Drugs.com; HealthScout; Discovery Health;
AdvanceRx.com; Drug interaction tool; My Drug-Reax; Drug
Digest.com; and Walgreen.com. A total of 106 students partic-
ipated in the study. Results: Students were asked to rank each
database based on how much time and effort it took them to
obtain answers to assigned questions, the level of difficulties
they experienced in searching the database, the depth and the
quality of information they obtained, and whether they recom-
mend the Web site for a friend. The response rate was 100%
and all students ranked the databases after completed doing the
assignment. The analysis of the survey is currently in progress.
Implications: As the number of drugs reaching the market and
the aging population increases, the significance of DI
resources knowledge will become more critical. The skills
gained from reviewing and evaluating various DI Web sites in
this exercise will contribute positively to the students’ future in
pharmacy.
PHARMACEUTICS
Completed Research
Identification of the Compounding Habits and Attitudes of
Pharmacy Preceptors. Bill Bowman, Michelle Chui, Louise
Helle, Midwestern University-Glendale. Objective: There has
been ongoing debate regarding the need to teach compounding
skills within the PharmD curriculum. The objective of this
study was to determine the compounding habits and attitudes
of pharmacy preceptors. The data will be used to help deter-
mine which compounding skills, if any, should be taught with-
in our curriculum. Methods: A compounding survey was dis-
tributed to our local pharmacy preceptors. Survey items
included practice site demographics, frequency of compound-
ing, types of dosage forms compounded, types of compound-
ing equipment and techniques being employed, and the practi-
tioner’s views on compounding. All respondents were provid-
ed with a self-addressed stamped envelope to return the sur-
vey. Results: Eighty-seven percent of the preceptors that
returned surveys (n=22) reported that less than 25% of all pre-
scriptions were compounded. However, 77% of community
independents reported that at least 25% of all prescriptions
required compounding. The most commonly compounded
dosage forms were solutions, suspensions, and ointments.
While only 27% of preceptors stated that they compound both
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
non-sterile and sterile products, 86% felt that pharmacists
should be able to compound both types of products and 67%
felt that such skills should be taught to pharmacy students.
Overall, 77% of all preceptors agreed or strongly agreed that
compounding is an important part of the pharmacy profession.
Implications: While the majority of compounding is done
within independent pharmacies, most pharmacists feel that
such skills are a necessary component of pharmacy practice.
The results of this project confirm the importance of teaching
compounding skills within our pharmacy curriculum.
PHARMACY PRACTICE
Completed Research
Developing Communication Skills Using Email in
Conjunction With Compounding Prescription Activities.
Susan Jay, University of Kentucky. Objectives: To integrate
communication skills into compounding activities; to assess
PY1 students in effective interactions with prescribers; to
determine if students respond differently in a teaching activity
involving an unknown prescriber. Methods: Three com-
pounding prescription activities included dosing errors to
assess the effectiveness of PY1 students in communicating
dose chances to prescribers. For activity 1, students were
instructed to consult a specific reference and contact the pre-
scriber, an instructor known to them, by email to discuss pos-
sible dosing regimen changes. Activity 2 included the same
instructions but allowed the use of any primary reference. For
activity 3, the contact prescriber’s email address could not be
connected to an instructor and more than one reference was
needed to solve the dosing problem. Results: The percent of
students citing references in discussing dose changes with the
prescriber increased from 36.6% to 67.3% from activity 1 to
activity 2. However, only 57% cited appropriate references for
activity 3. Patient specific dose recommendations, as opposed
to reiterating complete dosing ranges, were made by 50% of
students for activities 1 and 2, but only 35.5% of students
made specific dose recommendations for activity 3.
Interestingly, only 1/3 of students identified themselves as
“pharmacists” when they were familiar with the prescriber
contact while 55% of students properly identified themselves
when contacting the email address of the prescriber whose
identity was unknown. Implications: An email format can be
used to assess professional interactions between students and
prescribers as well as provide immediate feedback to students.
Pre- and Post-Rotation Assessment of Pharmacy Student
Learning: Development and Implementation. Jill
Burkiewicz, Kathleen Chavanu, Tammi Garzanelli, Julie
Weberski, Midwestern University-Chicago. Objective: To
develop a pre- and post-rotation instrument utilized by clinical
preceptors for assessing pharmacy student learning over the
course of an ambulatory care or advanced community rotation.
Methods: Thirteen pharmacy practice faculty established a set
of learning objectives for eight commonly encountered topics in
chronic disease state management. Pharmacotherapy topics
included: dyslipidemia, anticoagulation, asthma, diabetes,
hypertension, thyroid disorders, atrial fibrillation and smoking
cessation. A set of fifty multiple-choice questions for each topic
42
was created, generating a 400-question preliminary test bank.
Faculty then reviewed the test bank for readability, applicability
to practice and consistency with objectives. The test bank was
divided into 5 subsets and piloted by 150 students to determine
level of difficulty and validity, based on total correct response
rate and point biserial, respectively. Results: Following the
administration of the pilot, test questions with high difficulty or
poor discrimination scores were eliminated. This yielded a test
bank with 40 questions in each topic area. Remaining questions
were stratified by level of difficulty, and then randomized into
assessments for the implementation phase. Implications: This
process allows for the development of paired baseline (week 1)
and end-rotation (week 5) multiple-choice tests to determine
student learning on rotations. Further research involves testing
the practical application of the instrument to: 1) determine the
potential to target and direct pharmacy student learning and 2)
determine if post-test scores are significantly and consistently
higher at the conclusion of the rotation as compared with pre-
test scores.
Pre and Post Rotation Assessment of Pharmacy Student
Learning: Outcomes and Implications. Susan Bruce, Laura
Peppers, Janet Ritter, Angela Sohn, Albany College of
Pharmacy. Objectives: To determine if post-test scores are sig-
nificantly and consistently higher at the conclusion of the rota-
tion as compared with pre-test scores. To evaluate the qualitative
implications of a pre/post-assessment tool utilized during an
ambulatory care or advanced community rotation. Methods:
Thirteen pharmacy practice faculty members with diverse clini-
cal practice sites developed learning objectives and multiple
choice questions for eight commonly encountered topics in
chronic disease state management. The questions were stratified
by difficulty level and then randomly assigned. Students (n=66)
completed ten questions per topic area for a total of thirty ques-
tions on the first day. Scores were reviewed with students.
Thirty questions of similar difficulty in the same topic areas
were administered during the last week (week 5) of the rotation.
Quantitative indicators of improvement included overall and
topic specific pre and post-test scores. Preceptor feedback was
obtained to determine qualitative implications. Results: Fifty-
three complete sets were evaluated. Statistically significant
improvements from pre-tests to post-tests were noted in the
areas of diabetes, hyperlipidemia, and anticoagulation
(p<0.001). Overall improvements from pre-test to post-test
scores in the combined topic areas were also statistically signif-
icant (p<0.001). Implications: Administering a standardized
assessment tool provides quantitative and qualitative benefits to
students and preceptors including 1) identification of deficien-
cies in the individual’s pharmacotherapy knowledgebase early
in the rotation, 2) ability for students to tailor self-learning activ-
ities to address those deficiencies during the rotation, and 3)
provision of additional evidence to the students supporting their
accomplishments on rotation.
Assessment of a Contract Grading System in a Drug
Information/Literature Evaluation Course. Stacy Haber,
Midwestern University-Glendale. Objectives: To develop,
implement, and evaluate a contract grading system in a drug
information/literature evaluation course. Methods: A contract
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
grading system was used from 1998 to 2001 at The University
of Arizona College of Pharmacy. Students earned their grades
by selecting the number of activities they wanted to complete
(successful completion of 6 activities was required for an A, 5
for a B, 4 for a C, etc.); all activities were graded as pass/fail
and students were allowed to repeat most activities until a
passing score was achieved. Students were given a question-
naire to assess their opinions of the contract grading system at
the beginning and end of the course. Twelve statements were
provided and students ranked their opinions on a 7-point
Likert scale. Results: Over four years, 225 students complet-
ed the course; the combined response rate for the questionnaire
was 99% at the beginning and 92% at the end of the course.
During each year, the students’ overall opinion of the contract
grading system was positive at the beginning and end of the
course. For three of the years, their opinion increased at the
end of the course, though not significantly. When all years
were combined, the mean score for their overall opinion was
5.62/7 (SD: 1.51) before the course and 5.56/7 (SD: 1.70;
p=0.73) after the course. Implications: The students’ overall
opinion of the contract grading system was positive.
Continued use is warranted and expansion into other cours-
es/curricula could be considered.
Student Interventions in an Advanced Ambulatory
Clerkship in Community Pharmacies. Fraidy Maltz, Brooke
D. Fidler, Sweta Chawla, Beth Isaac, Long Island University.
Objectives: To determine the types of interventions accom-
plished by senior pharmacy students during a 2.5-week,
Advanced Ambulatory Clerkship in the community pharmacy
setting. Methods: This was a review of documentation forms
completed by students during spring semester 2003. During
their clerkship, students were required to document a mini-
mum of 2 interventions per day onto documentation forms.
Types of interventions listed on these forms included blood
pressure (BP) screenings, asthma inhaler training, drug infor-
mation, and prescription and over-the-counter (OTC) medica-
tion counseling. Students were also asked to check off expect-
ed/actual outcome(s) resulting from the intervention. Outcome
categories included gained education by the patient or
provider, improved patient adherence to therapy, and promo-
tion of cost savings. Students provided a brief description of
their counseling session and recorded the time spent on each
intervention. Documentation forms were reviewed by three
community pharmacy preceptors and one community pharma-
cy resident and were entered into a database for analysis.
Results: Approximately 985 interventions were documented
by 36 students at 5 community pharmacies (3 chain and 2
independent) in New York City. Students spent an average of
7.5 minutes performing these interventions. About 71% of
documented interventions were related to OTC counseling,
with “cough/cold/allergy” as the most frequently documented
subcategory (35%). Other notable activities included drug
information (18%) and BP screenings (12%). The most com-
monly reported expected/actual outcome category was
“patient gained education” (70%). Implications: Results illus-
trate that students perform extensive OTC counseling during
this clerkship and help to promote patient education.
43
Enabling Students for Decision-Making Regarding
Handheld Drug Information Software Through a
Laboratory Exercise. Laurie S. Mauro, Mary F. Powers, The
University of Toledo. Objective: To introduce pharmacy stu-
dents to a variety of drug information (DI) databases for hand-
held devices, enabling them for decision-making regarding
preferred handheld delivered DI software for purchase.
Methods: A lecture providing an overview of PDAs and hand-
held DI databases was provided in the fourth-year Professional
Practice Development course. Handheld devices containing A
to Z Drug Facts, ePocrates Rx, LexiDrugs, and
mobileMICROMEDEX were made available on an extra cred-
it basis to 95 students. Students completed an exercise con-
sisting of 8 DI questions, which demonstrated breadth, depth,
and relative strengths and weaknesses of the installed pro-
grams. Students also completed a survey documenting the
impact of the exercise on their decision to purchase a PDA
and/or select handheld DI software in the future. Results: Of
the 43 students completing the exercise, 13 currently owned
handheld devices. Twenty-nine students stated that the exer-
cise impacted their decision to purchase a PDA, with 20 stu-
dents planning to purchase a PDA within the next year. Thirty
students felt that the exercise enabled them to select a pre-
ferred software program. Of the 4 databases evaluated,
LexiDrugs was preferred by 37 students. Of the students
already owning a PDA, ePocrates was the most commonly
installed software (n=10). Implications: A laboratory exercise
introducing students to handheld DI software effectively
enables student decision-making regarding purchase of hand-
held devices and related DI software.
Development of Policies and Procedures in the Formation
of a University-Affiliated Pharmacy Care Clinic Within a
Physician’s Office. Michelle McElhannon, Keith Herist,
Christopher Cook, Matt Perri, The University of Georgia. The
goal of policy and procedure development is to establish a
documented standard of care to which a service is held
accountable. The challenge exists in creating a guideline that
allows consistency of care and yet provides flexibility for
growth and clinical judgment. In a multi-specialty environ-
ment, policy and procedure development is an interactive
process which requires pharmacist interchange and multi-dis-
ciplinary collaboration. Objective: To establish clinic proto-
cols for each clinical service provided in a faculty-run phar-
macy care clinic utilizing a standard format to ensure continu-
ity of service quality among clinicians, faculty, residents, and
students. Methods: Utilizing the expertise of each faculty cli-
nician and multi-disciplinary collaboration, policy and proce-
dures were developed for each clinical service. Each included
the following required sections: Referral procedures;
Referring physician criteria and responsibilities; Admission
and discharge criteria; Patient care protocols; Provider compe-
tencies; Continuous quality improvement; Adverse drug reac-
tion reporting; Medical director responsibilities; Appendices
of forms, educational materials, etc. Results: Policies and pro-
cedures were developed for anticoagulation management, dia-
betes management, lipid screening, smoking cessation, asthma
management, weight management, pharmacotherapy review,
and wellness screening. Policies and procedures were devel-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
oped through an iterative process by clinical faculty. After
approval by the pharmacy care clinic physician Medical
Director, physician referrals began October 1, 2003.
Implications: Defined policies and procedures provide the
framework on which a service operates. Utilizing a standard-
ized format facilitates consistent policy and procedure devel-
opment, thus ensuring a uniform measure of quality care
across a compendium of pharmacy services.
Assessing Student Perceptions of Proposed Curricular
Changes Prior to Implementation. Christopher Cook,
Michelle McElhannon, Keith Herist, Henry Cobb, The
University of Georgia. Background: Clinical faculty observed
difficulty among the third and fourth year pharmacy students
in optimal drug selection in experiential settings. Exposing
students to medication knowledge earlier in the curriculum
was proposed to allow a greater window of time to introduce,
reinforce, and differentiate medication selection. Objectives:
1) Assess students’ perceived need and demand for increased
drug knowledge focus in the first year pharmacy curriculum.
2) Assess students’ perceived rigor of the first year work load.
Methods: First year pharmacy students were informed by fac-
ulty of proposed curricular changes during class. The proposed
change involves moving the “Top 200 drug cards” testing from
second year to first year and adjusting second year pharmacy
practice curriculum to focus on optimal drug selection within
specific patient considerations. Questions and discussion time
was allowed to clarify the proposed changes. The survey
administered consisted of 8 items and an open comments sec-
tion. Results: 116 of 127 students in the first year class
responded to the survey. The perceived rigor was 7.13 /10 (s.d.
1.67) with students reporting 2.89 (s.d. 1.58) hours of daily
study out of class. A mean score of 4.32 /5 (s.d. 0.86) was
reported for need to learn more about drugs in the first year
pharmacy curriculum. 102 of the 116 (87.9%) students were in
favor of the curriculum changes with 89 students providing
substantive comments regarding the changes. Implications:
Results indicate students strongly favor earlier exposure and
increased depth of medication knowledge despite the creation
of a more rigorous curriculum.
Development and Implementation of a Financial Business
Plan in the Formation of a University-Affiliated Pharmacy
Care Clinic Within a Physician’s Office. Keith Herist,
Michelle McElhannon, Melody Hart, Matt Perri, The
University of Georgia. Objectives: Implement a financial
business plan for a faculty-run community-based pharmacy
care clinic within a physician’s office. Develop a system of
internal control to ensure appropriate clinic billing. Maximize
reimbursement for services. Methods: A collaborative prac-
tice agreement was developed with a family medicine practice.
Initial planning consisted of determining which services
would be provided and the appropriate ICD-9 coding for “inci-
dent to” billing. A financial forecast, with viability of the entire
project, was prepared. Recording of all services was achieved
through the use of a “Superbill.” Monthly reconciliations com-
pared the manual records of the pharmacy care clinic to the
computerized records of the physician’s office. Results: A
monthly minimum of $2000 in collections was established to
44
cover the clinic’s operational expenses. A profit sharing agree-
ment detailed the sharing of profits above this minimum. A
sequential pre-numbered superbill eliminated the clinic’s man-
ual recording system at the end of the third month of the pilot
program. Monthly reconciliations allowed for correction of
discrepancies, with error rates decreasing substantially by the
fourth month of operations. Cumulatively, 37% of the month-
ly minimums were obtained by the end of the third month.
Implications: Starting a clinic within a physician’s office
requires a financial plan and a system of internal control. The
learning curve during the pilot program was extensive. The
poster details the processes of reconciling, reporting, and max-
imization of billing and reimbursement in a pharmacy care
clinic. These principles can be applied to other new collabora-
tive practice arrangements.
Graduate Employability: A Longitudinal Comparison of
Preceptors' Opinions About Hiring Clerkship Students
After Multiple Professional Experiences: 2000–2003.
Lynda Oderda, Elizabeth Young, Gary Oderda, University of
Utah. Objectives: To evaluate the impact that additional expe-
riential education had on pharmacy students’ non-academic
qualities that might affect their employability. Methods: PEP
preceptors were mailed surveys after each 4-week experience
and asked to rate Pharm.D. and B.S. students using a Likert
scale in areas of interest to employers: communication, team-
work, independence, maturity, motivation, problem-solving,
professionalism, punctuality, self-initiative. They were also
asked to comment about whether they would hire the student.
Dependent variables included gender, degree and graduation
year. Independent variables included ratings for each instru-
ment item, and whether or not the student would be hired.
Means were calculated for each survey item, gender, degree,
and “would/would not” hire. An independent t-test was per-
formed to compare means. Results: 702 surveys were returned
for 190 students in four years. The mean of “would hire”
responses overall was 87%. 66.3% received unanimous
“would hire” comments from preceptors; this increased to
95.2% for students with one or fewer “no hire” responses.
PharmD and female students had greater “would hire”
responses compared with BS students (90% vs 83%, p=.006)
and male students (89% vs 84%, p=.017), respectively.
Statistically significant differences were seen in most survey
items for females and Pharm.D. students. Implications: In
moving to the Pharm.D. degree, students complete an addi-
tional 20 weeks of directed experiential education. An impor-
tant outcome to students and employers of this extended expe-
riential education is the achievement of higher ratings by phar-
macy graduates in all areas of interest to employers.
Evaluating the Impact of a Drug Interactions Elective
Course. Jennifer Trujillo, Alisha Dunn, Northeastern
University. Objectives: To evaluate the impact of a Drug
Interactions (DI) elective course on student knowledge of drug
interactions one year later. Methods: A 2-quarter-hour DI
elective was developed by a clinical faculty member and
offered during the third professional year in 2002 and 2003.
The course focused on assessment and application of drug
interaction information and identification and management of
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
commonly encountered drug interactions by therapeutic cate-
gory. Students were expected to 1) determine whether a given
interaction was clinically significant or required pharmacist
intervention and 2) make rational, scientifically sound, practi-
cal recommendations for management of drug interactions.
During the fourth professional year, students completed an
eight item multiple-choice quiz designed to assess students’
ability to identify clinically significant drug interactions.
Scores of students who took the course were compared with
scores of students who did not. Results: 127 students com-
pleted the assessment including 59 who had taken the course
and 68 who had not. Scores were significantly better in stu-
dents who took the course compared with students who did not
(74.6% vs 66.9%, p=0.02). Students who took the course were
more likely to identify a significant interaction between amio-
darone and warfarin compared with students who did not
(88.14% vs 73.5%, p=0.04). No other significant differences
between groups were observed for individual questions.
Implications: Identifying significant drug interactions is an
essential role of pharmacists. Offering a course devoted to the
identification and management of drug interactions can
improve long-term knowledge and skills and potentially
improve pharmaceutical care.
Work In Progress
Student Attitudes Regarding Use of a Reflective Journal in
a Psychiatric Pharmacy Advanced Practice Experience.
Marshall Cates, Mary Monk-Tutor, Samford University.
Objectives: To determine attitudes of students completing a
psychiatric pharmacy advanced practice experience (APE)
regarding the use of a reflective journal in the course.
Methods: All students enrolled in a 4-week elective psychi-
atric pharmacy APE were required to maintain a reflective
journal about the experience. The reflections were to be
focused on students’ personal reactions, thoughts, feelings,
and emotions related to psychiatric disorders and their treat-
ment. The preceptor reviewed journal entries and discussed
the issues with students on a weekly basis. At the conclusion
of the APE, students completed a 15-item, Likert-scale survey
containing questions related to the value and mechanics of the
reflective journal activity. This project began in Fall 2003 and
will be conducted over a two-year period, with a total sample
size of at least 30 students. Results: The six-month interim
results (n=9) thus far reveal positive attitudes of students
toward the use of the reflective journal in the course. Almost
all of the students either agree or strongly agree that the reflec-
tive journal activity should be continued in the course, and fur-
thermore, believe that this type of activity should be used in
other types of advanced practice experiences as well.
Implications: Students perceive that keeping a reflective jour-
nal is useful for guiding self-exploration of attitudes and
beliefs concerning psychiatric disorders and their treatment.
There may also be implications for the use of reflective jour-
nals by students in other types of practice settings.
Instruction on Mental Health and Psychiatric Pharmacy in
United States Schools and Colleges of Pharmacy. Marshall
Cates, Mary Monk-Tutor, Stephanie Ogle, Samford University.
45
Objectives: To identify the specific topics taught in United
States schools and colleges of pharmacy that are related to
mental health and psychiatric pharmacy, identify the pedagog-
ical strategies used to teach these topics (eg,lecture, case-
based, problem-based, experiential), and determine the disci-
pline of the persons who teach this content material (eg,phar-
macist, nurse, physician) and their level of training in this spe-
cialty area (eg,psychiatric residency, fellowship, board certifi-
cation). Methods: A survey was developed that addressed the
study objectives; the survey was mailed to the total population
of United States schools of pharmacy in February 2004 using
the modified Dillman method. Data will be entered into a
spreadsheet and analyzed using descriptive statistics. Results:
In progress. Implications: This research will provide needed
documentation of current teaching practices related to mental
health and psychiatric pharmacy and serve as a foundation for
future research on ways to best incorporate these important
topics into a Doctor of Pharmacy curriculum.
Education of Doctor of Pharmacy Students Through a
University-Based, Pharmacist-Coordinated Wellness
Center. Christine O'Neil, Hildegarde Berdin, Duquesne
University. Objectives: To enhance student learning and con-
fidence in their abilities to provide wellness screenings and
disease counseling for health prevention. Methods: In
October 2002, the School of Pharmacy launched the Pharmacy
Care Awareness Program to increase awareness of disease pre-
vention among employees and students and to raise awareness
about unique services that may be provided by pharmacists in
a community setting. The program offers on-campus preven-
tive health screenings in the Center for Pharmacy Care, risk
assessment, patient education, medication and lifestyle coun-
seling, educational seminars, and referral for common health
conditions, such as hypertension, diabetes and osteoporosis.
The preventive screening programs include: blood pressure,
lipid panels, bone density, body composition, and facial skin
analysis. Since its inception, students have been involved in
providing screenings and counseling to over 600 participants
under pharmacy faculty preceptorship. Fifth and sixth-year
students participate in these activities through service opportu-
nities sponsored by student organizations and as part of ambu-
latory experiential education. A brief survey consisting of both
open-ended questions and ratings of perceived abilities and
confidence to provide screening and counseling is adminis-
tered prior to and upon completion of the experience. Results:
Results of the surveys are being compiled. Preliminary com-
ments from students indicate that the experience enhanced
their preparedness and confidence to conduct community-
based wellness programs. Implications: This experience
endeavors to be an excellent teaching model in which students
gain confidence to implement and conduct wellness programs
and become motivated to incorporate such programs into their
future practice.
Junior Pharmacy Practice Faculties. Minh-Tri Duong,
Aigner George, Florida A&M University. Objectives: The pri-
mary objective is to determine junior pharmacy practice facul-
ty members’ opinions and perceptions regarding the tenure
system and the impact on faculty satisfaction, recruitment, and
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
retention. Secondary objectives are to assess junior pharmacy
practice faculty members’ preferences for tenure vs non-tenure
positions (eg, teaching tracks) and their distribution in differ-
ent track positions. Methods: A prospective survey using a 5-
point Likert scale will be used to ascertain junior pharmacy
practice faculty members’ opinions and perceptions regarding
tenure and the impact on faculty satisfaction, recruitment, and
retention. The survey will be distributed to junior pharmacy
practice faculty members identified as individuals below the
rank of associate professor (eg, assistant professor) who are in
the first six years of their academic appointment. The survey
population will be identified through a group mailing list pur-
chased from the American Association of Colleges of
Pharmacy (AACP). The survey will be hosted on www.sur-
veymonkey.com. Descriptive statistics will be used to summa-
rize responses to the survey questions. Results: Data to be col-
lected, analyzed, and results completed by May 2004.
Implications: The growing emphasis on delivery of clinical
services and the concomitant decrease in time allocated for
research/scholarly activities can jeopardize the satisfaction,
recruitment, and retention of pharmacy practice faculty. By
understanding junior pharmacy practice faculty members’
opinions and perceptions about the tenure system, the aca-
demic community may have insight to developing strategies to
promote job satisfaction that will lead to better overall success
in faculty recruitment and retention.
Patients’ Perceptions of Pharmacists as Influenza
Immunizers in Massachusetts. Matthew Machado, Joseph
Calomo, James Gagnon, Karen Lee, Massachusetts College of
Pharmacy-Boston. Objectives: To evaluate if pharmacists can
assist in improving immunization rates in the Commonwealth
of Massachusetts and to evaluate patients’ perceptions of com-
munity pharmacists as immunizers. Methods: As of October
2003, four faculty members of the Massachusetts College of
Pharmacy and Health Sciences, School of Pharmacy-Boston,
administered influenza vaccinations during pharmacist run
immunization clinics. These clinics were conducted at three
pharmacies within two different national chains. The clinics
targeted adult patients (greater than 18 years of age) seeking
influenza vaccination. Following administration of the vac-
cine, each patient received a signed cover letter from the
immunizing pharmacist with an IRB approved survey. The
cover letter explained that the survey would be used to assess
the patient’s perception of pharmacists as immunizers. The
survey was comprised of six questions assessing the patient’s
experience receiving the influenza vaccination from the phar-
macist. Patients were asked to answer the questions by rating
their opinion on a scale of 1–5, 1 being the least and 5 being
the most. The survey was anonymous and was completed prior
to the patient leaving the clinic. Results: A total of 512 indi-
viduals were immunized at the three sites with 56% of the sur-
veys collected. The results were overwhelmingly positive with
95% of the individuals responding to all survey questions with
a rating of either a 4 or 5. 21% of patients completing the sur-
vey were not immunized last year. Implications: Patients
view pharmacists as a viable and accessible option to obtain
influenza vaccination and other immunizations.
46
The Rx for Change: Pharmacist-Assisted Tobacco Cessation
Program–An Update on its Dissemination to the United
States Schools of Pharmacy. Robin Corelli, Karen Hudmon,
Christine Fenlon, Kenneth Lem, University of California-SF.
Objectives: With a goal of enhancing the tobacco education of
pharmacy students across the nation, our research aimed to (a)
characterize the tobacco-related content of pharmacy school
curricula, (b) make available a turn-key, comprehensive tobac-
co cessation curriculum for pharmacy students, and (c) equip
key faculty at all United States schools of pharmacy with the
necessary knowledge, skills, and resources to teach the Rx for
Change training program. Methods: An 8-page survey assessed
the tobacco-related content in pharmacy school curricula prior
to dissemination of the Rx for Change program. Two faculty
members from each school then were invited to attend a 2-day
Rx for Change train-the-trainer workshop. Post-training surveys
assessed faculty perceptions regarding adoptability of the Rx for
Change program at their school. Results: 98.8% of schools
completed the baseline survey, which revealed a median of 170
minutes of tobacco-related content in the Pharm.D. programs. A
total of 140 faculty members representing 75 schools of phar-
macy have attended a train-the-trainer program; as of April
2004, 50 of these schools will have implemented Rx for Change
at their pharmacy school. An estimated 5,046 pharmacy students
will have received the training in the 2003–04 academic year.
Implications: Our profession is making great strides toward
preparing future pharmacists with the necessary skills to
become a cornerstone for the nation’s tobacco control efforts.
Rx for Change continues to evolve and improve concurrent with
its dissemination, because it benefits from the collective feed-
back of knowledge and wisdom from all faculty who adopt the
program.
Pharmacy Student Exposure to Emergency Contraception
During Clerkship. Veronica Bandy, Berit Gundersen,
Shamima Khan, University of the Pacific. The primary objec-
tives of this study were to determine the amount of exposure to
Emergency Contraception Counseling opportunities University
of the Pacific senior year pharmacy student’s encounter during
their clerkship year, as well as ascertaining the value of an
Emergency Contraceptive Certification to clerkship students
during their advanced pharmacy practice experience. A survey
was developed to determine the extent of a student’s exposure to
pharmacist provision of Emergency Contraception and the stu-
dents’ perceived value of obtained a certificate in Emergency
Contraception. Students were asked to complete the survey dur-
ing the annual board review held post clerkship experience.
Statistical analysis will include frequency counts and other rele-
vant statistical analysis. The potential benefits of this study
include the increase in scientific knowledge regarding Pacific’s
pharmacy student’s exposure to Emergency Contraception dur-
ing their clerkship experience as well as Pharmacy Practice
Departmental benefit to use the information gathered in making
decision related to time spent on this topic in the PharmD. cur-
riculum.
Initial Assessment of Health and Wellness Attitudes of
Pharmacy Students at Butler University College of
Pharmacy and Health Sciences. Kevin Tuohy, Bonnie Brown,
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Carrie Maffeo, Patricia Chase, Butler University. Objective: To
determine and analyze the attitudes toward and practices of
health and wellness in professional pharmacy students at Butler
University College of Pharmacy and Health Sciences. This sur-
vey will be used to assist in the implementation of health and
wellness concepts throughout the curriculum. Methods: An
anonymous survey regarding students’ attitudes toward health
and wellness issues was developed. All students in the P1
through P4 classes will be asked to complete and submit the 42
question survey via an anonymous drop-box. In addition to
demographic data for each student, survey data to be collected
includes current participation in the health care system and cur-
rent practices related to diet, exercise, and sexual activity. The
survey also contains questions regarding average time spent
studying, sleeping, watching television, working, and dealing
with stress. Information regarding student use of tobacco, alco-
hol, illicit drugs, and over-the-counter stimulants will also be
sought. Finally, students will be asked to express their attitudes
toward the status of their health, weight, and diet. Results: The
survey will be administered during the spring semester 2004.
Data will be analyzed and presented at the 2004 AACP Annual
Meeting. Implications: This data collection will provide base-
line data for current professional pharmacy students at Butler
University prior to the inclusion of health and wellness topics
into the college’s curriculum. The results of the survey will help
to identify specific areas of health and wellness that will need to
be addressed within the curriculum.
Examining the Value of a Pre-Admission Experiential
Requirement to External Stakeholders of a New School of
Pharmacy. Michelle Easton, Carolyn Ford, Larry Fannin,
Arcelia Johnson-Fannin, Hampton University. Objective: To
determine the value of the pre-admission experiential require-
ment to preceptors and employers who have worked with our
students since the inception of the School’s first class in 1998.
Preliminary data collected from students has revealed that they
feel the experience is beneficial and worthwhile. After five
years, the question of the value by external stakeholders is not
known. As a result a survey has been developed to determine the
value of this required experience in light of increasingly chal-
lenging dynamics in the pharmacy workplace such as manpow-
er constraints or HIPAA. Methods: The survey was mailed to
pharmacists and their regional/district supervisors who have
participated in the pre-admission experience activity. The sur-
vey assesses the participant’s awareness of the School, under-
standing of the activity, and perceived value/benefit of the activ-
ity to their institution, students training, and the profession in
general. Results: The data from the survey is still being collect-
ed. Anecdotal information has indicated that pharmacists find
the activity rewarding and important to future pharmacist devel-
opment. Implications: The Pre-Admission Experience has pro-
duced numerous benefits for the school which include expan-
sion of practice sites and increased national visibility. Early
recruitment and assistance in professional identify development
are benefits to the practicing pharmacists and employers. As a
result, this activity could be modeled at other schools of phar-
macy for incorporation into their experiential program.
47
SOCIAL AND ADMINISTRATIVE SCIENCES
Completed Research
Civility in the Pharmacy Classroom. Kimberly Broedel-
Zaugg, Catherine Paik, Ohio Northern University. Objective:
To determine what Ohio Northern Pharmacy Students consid-
ered uncivil classroom behavior and what type of student is
prone to this behavior. Classroom incivility is defined by
Feldman as “an action that interferes with the harmonious and
cooperative learning atmosphere.” This study is important
because it looked at classroom incivility from students’ points
of view rather than professors' views, which have already been
studied by others. Methods: Students enrolled in the first year
Profession of Pharmacy were surveyed to determine their feel-
ings about types of uncivil behavior, their participation in the
behavior, and preferences concerning the classroom.
Demographics of age, gender, grade point, type of high school,
and family background were used to identify differences
between groups. Results: Cheating was found to be the most
uncivil behavior (4.6/5, sd = 1.1), while chewing gum during
class was considered the least uncivil behavior (1.7/5, sd =
0.9). Certain students were more prone to uncivil behavior. For
example, those students with a lower grade point average
skipped class most often. Students indicated that teachers car-
ing about their learning experience was most preferred (4.4/5,
sd = 0.7) while phoning the educator’s home was the least pre-
ferred method of communication (2.1/5, sd = 0.9). Several sig-
nificant differences were found among groups to indicate that
certain demographics may influence the students’ behaviors,
actions and preferences. Implications: This study will help
Pharmacy educators have a better understanding of classroom
incivility.
The Influence of Students, Faculties, and Practitioners on
Professional Behavior. Abir Kahaleh, Marc Sweeney, Ohio
Northern University. Objectives: To assess professionalism
among pharmacy students and evaluate the impact of other
students, faculties, and practitioners on their behavior.
Methods: The study has a cross-sectional design. A 14-items
survey was administered among 228 pharmacy students at a
large college of pharmacy in the Midwest. The students ranked
their level of agreement or disagreement with the survey items
on a 5-point Likert scale. Descriptive, reliability, and factor
and regression analyses were conducted to analyze the data.
Results: A 95% (216) response rate was obtained. Being trust-
worthy {mean = 4.86 (±.37)}, adhering to the pharmacy code
of ethics {mean = 4.84 (±.39)}, and respecting others {mean =
4.82 (±.47)} were ranked as the highest items by the students.
A multi-item scale was computed for professionalism.
Cronbach’s alpha for the professional behavior scale was 0.75.
Factor analysis showed that the items included in computing
the scale loaded highly on one factor. Regression analyses
showed that the model was significant and the adjusted R2 =
.37. Enforcing consistent policies by the faculties (beta = .43)
and practitioners’ professional behavior (beta = .25) signifi-
cantly predicted students’ professionalism. Interestingly, the
appropriateness of pharmacy students to “police” one another
did not significantly predict students’ professionalism.
Implications: Results of the study showed that having consis-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
tent policies and displaying professional behavior significant-
ly affected students’ professionalism. Faculties at the colleges
of pharmacy must be consistent in enforcing their policies
towards unprofessional behavior. Also, practitioners need to
display and reinforce professional behavior to enhance stu-
dents’ professionalism.
Professionalism and Moral Reasoning of Thai Pharmacists
in Three Practice Settings. Chanuttha Ploylearmsang,
Petcharat Pongchareonsuk, Nancy Lim, Mahidol University
Thailand. Objectives: To examine the differences in profes-
sionalism and moral reasoning among pharmacists in three
practice settings; public hospital, private hospital, and com-
munity pharmacy; and to explore the relationships of educa-
tional integration variables and personal variables to profes-
sionalism and moral reasoning. Methods: A cross-sectional
mail survey was conducted. 850 randomly selection Likert-
scale questionnaires were sent out. A total of 510 (60.0%)
questionnaires were completed by practicing pharmacists in
three settings. The differences of professionalism and moral
reasoning among the three settings were analyzed by MANO-
VA. To predict professionalism and moral reasoning, multiple
regression analyses were conducted. Results: Results revealed
that community pharmacists had significantly higher score of
the belief in self-regulation (F=3.599, p<0.05) and the belief in
autonomy (F=4.458, p<0.05) than public and private hospital
pharmacists. There was no significant difference of moral rea-
soning among three groups of practitioners. The important
predictors of professionalism were three educational integra-
tion variables (academic development, peer group interaction,
and perception of faculty concerns), social integration in
workplace and professional satisfaction. These variables
accounted for 30.2% of the variance in professionalism. No
significant relationship between professionalism and moral
reasoning was found. Only two factors, work position and
monthly income explained 2.2% of the variance in moral rea-
soning. Implications: To meet a patient-based practice among
Thai Pharmacists, professionalism and moral reasoning are
two of the most important factors. To enhance professionalism
and moral reasoning in all Thai pharmacists, good supportive
environments both in education and practice are needed.
Assessment of Human Resources Management
Coursework in Pharmacy Curricula: phase II. John Pedey-
Braswell, Dana Hammer, University of Washington.
Objective: Determine specific amounts and characteristics of
Human Resources Management (HRM) curricula in pharmacy
education. Method: A 13-question survey was developed and
piloted in an online format. After revisions, an introductory e-
mail was sent to instructors likely to provide HRM coursework
(based on personal knowledge, AACP directory listing, and
School/College of Pharmacy (S/COP Web site information)
asking if they or another faculty member would be the appro-
priate respondent. Identified respondents or another represen-
tative from the 87 AACP member schools were then emailed a
hyperlink to the survey Web site. Follow-up e-mails were sent
four and seven weeks after the hyperlink. Responses were
automatically aggregated, then downloaded in an anonymous
format. Results: Of the 65/87 (75%) S/COPs responding,
48
60/65 (92%) reported having at least one required course con-
taining HRM (range 1–10, median 1) and utilize S/COP facul-
ty to deliver this instruction. Lecture was the primary peda-
gogical method used, however most respondents reported
employing multiple instructional methods. Instruction was
usually offered in the P3 (37/60, 62%) or P2 years
(24/60,40%), while 8/60 (13%) offered courses with HRM in
more than one academic year. Complete results and respon-
dents’ demographics will be presented. Implications: Data
show the majority of schools offer some HRM curricula.
Further research is needed to determine whether or not the
quantity and nature of content in these programs is satisfacto-
ry to prepare future Pharm.D.s for supervisory/management
responsibilities.
The Abilities Transcript in a Graduate Program: Assessing
the Assessment. Alicia Bouldin, Noel Wilkin, The University
of Mississippi. Objectives: The “Abilities Transcript” has
been used for five years to assess the graduate program in
Pharmacy Administration and to drive curricular revision. This
process employs performance assessment principles to evalu-
ate student progress on each of the program’s seven educa-
tional outcomes (abilities). An evaluation of the Abilities
Transcript process was conducted. Methods: Faculty, current
students, and recent alumni were asked to complete an anony-
mous online evaluation of the process. The survey included
items pertaining to perceived value, logistics of the process,
and other attitudes. Results: The average amount of time
devoted annually to this process by students was 3 hours. Both
students and faculty reported personal value in the process,
with ratings of 8.1 and 6.7, respectively (on a 0 to 10 scale .)
With regard to perceived value to the department, faculty rat-
ings increased to 7.8; while the value to the department as per-
ceived by students was rated as 7.9. The direct faculty involve-
ment in the form of a “developmental mentor” as a useful
means of guiding professional development was recognized
by both students and faculty (means 6.3 and 5.5, respectively,
on a 1 to 7 attitudinal scale.) Implications: The formalization
of faculty mentorship of the students’ acquisition of abilities
throughout the program is a positive byproduct of the process.
Also, as students were neutral about the likelihood of going
through the process of self-reflection and assessment if the
Abilities Transcript process did not exist, the process may
facilitate development through the encouragement of those
behaviors.
Investigation of the Association of Graduate Student Stress
With Health-Related Quality of Life and Perceived
Academic Success Among Pharmacy Administration
Graduate Students. Matthew Borrego, Niranjan Konduri,
Gireesh Gupchup, Marcia Worley-Louis, University of New
Mexico. Objective: To investigate associations between stress,
health-related quality of life (HRQOL) and perceived academic
success among pharmacy administration graduate students.
Methods: The study was a nationwide, cross-sectional, self-
administered mail survey conducted in United States schools of
pharmacy with pharmacy administration graduate programs. The
sampling frame was pharmacy administration graduate students
enrolled either in a M.S. or Ph.D. program. The number of grad-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
uate students at each pharmacy administration graduate program
was determined through e-mail from each graduate program
coordinator/chair who subsequently distributed questionnaire
packets to their students. Each packet consisted of a cover letter
and questionnaire consisting of four sections: 1) stress question-
naire, 2) perceived academic success scale, 3) SF-12 Health
Survey, and 4) demographic information. Results: A total of
46.5% (172/370) useable survey responses were received after
two mailings/distributions. There was a significant negative cor-
relation between the overall stress score and the mental compo-
nent of HRQOL (r=-0.31, p=0.000) and the overall stress score
and perceived academic success (r=-0.21, p=0.005). There was a
significant negative relationship between the mental component
of HRQOL and academic stress (r=-0.23, p=0.002), stress about
feedback (r=-0.24, p=0.002) and economic stress (r=-0.21,
p<0.005), respectively. There was a significant negative correla-
tion between perceived academic success and academic stress
(r=-0.23, p=0.002) and perceived academic success and student-
faculty interaction stress (r=-0.26, p=0.001). Implications:
Interventions to minimize stress among pharmacy administration
graduate students could lead to better academic success and men-
tal HRQOL.
Evaluation of Introduction of Sildenafil Citrate on the Self-
Report and Diagnosis of Erectile Dysfunction. Lesa
Lawrence, Shravanthi Gandra, The University of Louisiana at
Monroe. Objective: To present the pattern of self-report and
diagnosis of erectile dysfunction (ED) in United States ambu-
latory care settings and to examine the influence of the intro-
duction of sildenafil citrate. Methods: This retrospective
study utilized data from the 1995–1997 and 1999–2001
National Ambulatory Medical Care Survey (NAMCS).
Sildenafil citrate was introduced in March 1998, which was
considered the intervention year. Male patients 40 years and
older who reported (National Center for Health Statistics
(NCHS) code 1160.3) and/or were diagnosed (ICD-9-CM
code 607.84 or 302.72) with ED were included. Data were
analyzed using Statistix v7 Analytical Software. Two-sample z
test for proportions was used to compare proportions for diag-
nosis, self-report, and self-report and diagnosis between the
pre and post intervention data sets. Results: Higher propor-
tions of patients presented with a self-report of ED but were
not diagnosed with ED after the introduction of sildenafil cit-
rate (p< .0004). A higher proportion of patients presenting
without a self-report of ED were diagnosed with ED post inter-
vention. The proportion of patients who presented with a self-
report of ED and were diagnosed with ED was lower post
intervention (p< .0000). Implications: Results indicate that
the introduction of sildenafil citrate influenced the self-report
but not the diagnosis of ED. The advent of FDA approval of
sildenafil citrate (Viagra) in 1998 and the ensuing direct-to-
consumer advertising may be responsible for the increased
awareness and a large population of patients seeking treat-
ment.
Weblogs as a Self-Reflective Tool in Communications
Class. Alicia Bouldin, Erin Holmes, Michael Fortenberry, The
University of Mississippi. Objective: Web log technology was
applied in Professional Communications in Pharmacy for the
49
first time in Fall 2003, for the purpose of student self-reflec-
tion as a tool for deeper learning of course concepts. To eval-
uate student perceptions of various aspects of the weblog
assignment, formal input was solicited in the form of a ques-
tionnaire. Methods: The two-page evaluations included items
related to assignment logistics, student perceptions of learning
through the assignment, and the assignment’s relationship to
students’ level of awareness of communication concepts in the
environment outside the classroom. They were administered
during a class period near the end of the semester. Results:
The average weblog entry took 15 to 30 minutes; two entries
per week were required. Student perceptions were generally
positive regarding the logistics and structure of the assign-
ment. 45% agreed that writing in the weblogs about class con-
cepts made them less likely to forget them. 58% agreed that
they thought of communication concepts outside of class more
than they would have without the assignment; however, only
11% actually enjoyed thinking outside of class time. 42%
agreed that thinking about the concepts outside of class made
them more conscious of their own communication skills.
Implications: One of the main purposes of the assignment-to
get students to think about class concepts outside of the class
setting-was apparently accomplished for most students.
Reading the students’ actual weblog entries suggested that
more learning may have occurred than was acknowledged by
students on the evaluation.
From Blackboard and Chalk to WebCT and CD ROM:
Revision of a Biostatistics Course. Zack Grapes, Richard
Jackson, William Kelly, Laurel Ashworth, Mercer University.
Objective: To revise and evaluate a switch from tradition to
active learning format in a Biostatistics, Research Design and
Literature Evaluation (Biostatistics) through the use of infor-
mation technologies. Methods: The Biostatistics course has
been taught using lecture methodology. The course was
revised to incorporate active and cooperative learning through
the utilization of information technologies. Data were gathered
on students’ objective and subjective evaluation of the course
and grades. Results: Lectures were recorded on CD and stu-
dents were instructed to review the assigned lecture module(s)
prior to the class. Students were given a short quiz over the
assigned modules using the Classroom Response System. The
appropriate instructor(s) reviewed the quiz and any questions
on the module(s) and/or active learning exercise(s) (~30 min-
utes). The students then went to breakout groups of 3 students
per group and worked over 200 active learning exercises (~1
½ hours per session). The WebCT system was utilized for the
following functions: grade book, posting active learning exer-
cises, practice examinations, threaded discussions, and e-mail.
Students rated this course significantly higher than other
courses taken that semester on an 8 item likert scale (p > 0.01)
and favorable on subjective evaluations by a 2:1 ratio. Letter
grades were significantly higher (p > 0.01) than the course last
year taught in the traditional method. Implications: Results
indicate that utilizing information technology (CD ROM,
WebCT and Classroom Response System) freed students’ time
for active learning and increased students’ evaluation of the
course and grades.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Assessment of the Reliability and Validity of a Perceived
Academic Success Scale in Pharmacy Administration
Graduate Students. Gireesh Gupchup, Niranjan Konduri,
Matthew Borregi, Marcia Worley-Louis, University of New
Mexico. Objective: To assess the reliability and validity of the
modified perceived academic success scale (PASS) among
pharmacy administration graduate students. Methods: The
original six-item PASS developed for graduate students was
modified with the addition of six new items pertinent to phar-
macy administration graduate students. The modified PASS
(M-PASS) had 12 Likert-type items and was part of a ques-
tionnaire containing a stress scale and the SF-12 HRQOL sur-
vey. Responses to a nationwide survey were subjected to prin-
cipal components analysis with varimax rotation to identify
the latent components. Cronbach’s alpha reliability for M-
PASS and the identified components were determined.
Validity coefficients were obtained by correlating the M-PASS
and its components with stress and SF-12 scores. Results:
Cronbach’s alpha for the M-PASS was 0.90 indicating high
internal consistency. A two-component solution was identified
with retention of all 12 items. The two components explained
50.61% and 14.22% of the shared variance, respectively.
Component one had nine items and was named “progression
and academic issues” (á = 0.90). Component two had three
items and was named “program appropriateness.” (á = 0.87).
M-PASS and its component scores were not significantly relat-
ed to either the physical or mental component SF-12 HRQOL
scores. The stress scores were significantly negatively related
to overall M-PASS scores (r = -0.21, p<0.005) and the com-
ponent one M-PASS scores (r = -0.25, p<0.001), respectively.
Implications: The M-PASS was a reliable measure of phar-
macy administration graduate student perception of academic
success. Correlation with the stress scales demonstrated the
convergent validity of the M-PASS.
A Description of Management Course Structure in United
States Schools of Pharmacy. Jan Kavookjian, West Virginia
University. Objective: Pharmacy is rapidly changing and
diversifying. Management is a curriculum area that schools
should examine for relevance to contemporary practice in a
dynamic business environment. This study describes a survey
of management course structure within United States Schools
of Pharmacy. Methods: A brief questionnaire regarding man-
agement course structure and electives was sent via e-mail to
targeted faculty at each of 92 Schools of Pharmacy. E-mail
addresses were obtained from the 2003/04 AACP Roster.
Recipients were instructed to attach the completed question-
naire to a reply e-mail, or to print it out and fax it. The initial
contact yielded 34 responses; a second e-mail was sent two
weeks later to non-responders, yielding 26 additional respons-
es, for a total of 60 (65.22%). Results were adjusted for differ-
ences in semesters vs quarters. Results: Respondent schools
had a mean 116.13 students per class (sd = 50.62); 76.7% were
public institutions. Half (n=30) reported only one required
course for management content. Twenty-three (38%) schools
require two or more courses or portions of other courses; three
schools require four or more courses; seven (11.67%) offer
management content only as a part of other courses. Across all
options, mean credit hours for required management content
50
was 4.32 (sd = 2.68). Regarding management electives, 40%
of respondents (n=24) offer none; when offered, Marketing
(n=18), Hospital/Institutional Pharmacy (n=14), and Managed
Care (n=14) were most frequent. Conclusions: Management
offerings vary significantly. Findings could assist in decision-
making about updating required management content and
developing electives.
Use of Nontraditional Assessments in the Prediction of
Academic Performance. William Lobb, Noel Wilkin, David
McCaffrey, Marvin Wilson, John Bentley, The University of
Mississippi. Objectives: This study was performed to examine
the utility of non-traditional measures in predicting academic
performance in the first professional year. Pre-pharmacy GPAs
and PCAT scores have been shown to be the two major pre-
dictors of academic performance. The non-traditional meas-
ures investigated were the Learning and Study Skills Inventory
(LASSI), the Watson-Glaser Critical Thinking Appraisal
(WGCTA), and the Defining Issues Test (DIT). Methods: This
study used six years (1997–2002) of pharmacy student data.
The nontraditional assessments were added to the base model
that included pre-pharmacy GPA and PCAT using an enter
model. The LASSI is comprised of ten individual scores; the
DIT and the WGCTA each had one score. Results: After
accounting for pre-pharmacy GPA and PCAT score, none of
the assessments added significantly to the prediction of first-
semester or first-year pharmacy school GPA. Implications:
While they may have limited value in the admission and pro-
gression decision process, non-traditional assessments such as
the LASSI, WGCTA, and DIT may have considerable value in
programmatic assessment. These measures, especially the
DIT, seek to capture abilities, including ethical development
and lifelong learning, which may not be captured by an indi-
vidual grade or performance within pharmacy school course
assessments. In other words, their lack of prediction may indi-
cate that each has value in assessing abilities that may not be
assessed by traditional assessments from pharmacy school
courses.
Use of School of Origin in the Prediction of Academic
Performance. William Lobb, Noel Wilkin, David McCaffrey
III, Marvin Wilson, John Bentley, The University of
Mississippi. Objectives: This study examined the viability of
a school of origin variable, defined by the predominance of
completion of the math/science pre-pharmacy component, in
predicting academic performance. Methods: This study used
six years (1997–2002) of pharmacy student data. Pre-pharma-
cy GPA and PCAT scores have been shown to be the two major
predictors of academic performance. A school of origin vari-
able was added to this traditional model. School of origin was
defined as the institution at which more than 75% of the pre-
pharmacy math/science coursework was completed. Results:
The GPA for transfers from two-year schools was higher than
the GPA for transfers from four-year schools. School of origin
accounted for almost 6% of the variance above the GPA/PCAT
model in the prediction of first-semester GPA. This variance
was contributed by the four-year vs two-year designation. The
unstandardized coefficient for the four-year dummy-coded
school of origin variable was 0.263. Similar results were found
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
using a 50% cut point for school of origin. The school of ori-
gin variable also accounted for more variance than did posses-
sion of a prior degree. When school of origin was included in
the model, prior degree was no longer a significant predictor
of academic performance. Implications: Although the GPAs
were higher for students transferring from two-year schools
than those from four-year schools, the two-year students’ per-
formance was 0.263 grade points lower in the first profession-
al year. Regardless of the reason, this measure may improve
the ability of schools of pharmacy to predict academic per-
formance.
An Assessment of the Change in Knowledge and Attitudes
of Students Regarding Human Resources Management.
Jennifer Johnson-Tribino, West Virginia University.
Objective: To assess the knowledge and attitudes of third-year
pharmacy (P3) students prior to and following a 4-week
human resources management (HRM) module. Methods: A
questionnaire was developed by instructors of our required 2-
hour Pharmacy Systems course that assessed knowledge and
attitudes toward relevant topics incorporated in the HRM mod-
ule. HRM topics included group organization, leadership/man-
agement, conflict management, motivation, performance eval-
uation, recruitment, selection, negotiation, and interview
skills. Three sections were included in the questionnaire:
knowledge about specific topics, attitudes toward the impor-
tance of specific topics for pharmacists, and demographics. A
Likert scale was used to evaluate the knowledge statements
from strongly agree to strongly disagree and the attitude ques-
tions from absolutely important to not important at all. The
questionnaire was given both prior to the first lecture and after
the last lecture of the module. The questionnaire was anony-
mous. Participation was voluntary. Results: The students
improved their knowledge in most areas assessed. Significant
changes occurred on knowledge of the difference between
group and team, what leadership means, what leaders need,
and the importance of goals (p<0.05). For attitudes, significant
changes occurred in rating the importance of leadership devel-
opment, recruitment, and conflict management (p<0.05). No
significant differences occurred in knowledge or attitudes
across demographic variables for pre- or post-questionnaires.
Implications: Results indicate that students’ attitude and
knowledge about HRM and its importance in the practice of
pharmacy can change after introduction to the topics. Further
expansion of the course to an elective should be considered.
Translating Pharmaceutical Care Skills into a Clinical
Communication Course. Lourdes Planas, University of
Oklahoma. Objective: To optimize patient outcomes from
drug therapy, pharmacy students must be proficient in phar-
maceutical care and communication skills. The objective of
this research was to improve pharmacy student use of pharma-
ceutical care skills during simulated patient interviews in a
clinical communication course. Methods: Pharmaceutical
care principles and practice were introduced into a third-year
communication course. Lectures were designed to present per-
tinent pharmaceutical care topics such as patient-centered
care, the patient care process (assessment, care plan, evalua-
tion), and drug therapy problems. Lab activities were conduct-
51
ed to facilitate student practice of pharmaceutical care skills
such as patient assessment, problem-solving, interventions,
and arrangement of follow-up evaluations. Student demonstra-
tion of communication and pharmaceutical care skills were
assessed with pre and post simulated patient interviews. The
videotaped interviews were graded and compiled using a web-
based evaluation tool. Results: Pre and post class percentages
on relevant patient care activities were as follows: assess
patient understanding of medication purpose (pre=61.90,
post=97.14); assess patient understanding of medication regi-
men (pre=55.65, post=90.83); assess patient experience of
medication problems and side effects (pre=48.06, post=90.89);
assess medication effectiveness (pre=52.38, post=93.74);
assess medication use (pre=55.80, post=92.20); assess other
health concerns and problems (pre=57.47, post=89.16); inter-
vene to address problems (pre=50.89, post=91.07); arrange a
follow-up evaluation (pre=34.82, post=90.23). Implications:
Results indicated improved student use of pharmaceutical care
skills during simulated patient interviews. Pharmaceutical care
skills can serve as a framework in which to use effective com-
munication skills.
Work In Progress
Efficacy of Educational Intervention on PharmD Students’
Ability to Assess Readability and Develop Health-Related
Educational Materials for Patients With Low Health
Literacy. Conrad Dhing, Donna Dolinsky, John Lonie,
Nathaniel Rickles, David Mihm, Long Island University.
Objective: Evaluate the efficacy of an educational interven-
tion aimed at teaching PharmD students to assess readability
of package inserts and developing health-related educational
materials for patients with low health literacy. Process: A con-
venience sample of 96 fourth-year PharmD students enrolled
in a communication skills course was presented with an inter-
active lecture on the fundamentals of health literacy, including
the criteria for assessing and developing health-related educa-
tional materials based on the Suitability Assessment of
Materials (SAM) developed by Doak and Doak. Pre-test data
were collected before the lecture where students were asked to
assess and edit a package insert (Ibuprofen) for a patient with
an 8th grade readability level. Post-test data were collected
after the lecture using the same package insert. The pre- and
post-test samples of edited package inserts will be evaluated
using selected criteria from the SAM. Results: The faculty in
the Division of Social and Administrative Science will evalu-
ate the pre- and post-test data. Inter-rater reliability will also be
presented. Implications: The ability of pharmacists (and phar-
macy students) to assess the health literacy of patients and
develop appropriate health-related materials for them is perti-
nent in providing pharmaceutical care.
Using a “Diabetes Tool”to Promote Cardiovascular Health:
Feasibility in Community Pharmacy. Mara Kieser, Lisa
Guirgis, Nathan Kanous, Betty Chewning, University of
Wisconsin-Madison. Objective: Two thirds of diabetes mortal-
ity is due to cardiovascular disease, yet 60% of diabetic patients
do not feel at risk for high blood pressure or cholesterol. The
American Diabetes Association is promoting the ABCs of dia-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
betes (A1c, Blood pressure,Cholesterol) with a pamphlet avail-
able in PDF format (ABC Tool). This study is at the midpoint
of evaluating the feasibility of pharmacy students using the
ABC Tool in community pharmacies. Consistent with social
cognitive theory, a combination of modeling and role rehearsal
will be used to train PharmD students toward actively assessing
patient outcomes. Methods: Fourth year pharmacy students
will use the ABC Tool with a sample of 10 diabetic patients in
their community pharmacy clerkship site. IRB consent proce-
dures will be maintained. Students enter data on their experi-
ence using the tool via a WEB site. Data submitted includes:
number of patients agreeing to be interviewed, patients’ ABC
targets, and knowledge of ABC goals. At the end of the clerk-
ship, pharmacy students will complete an evaluation of the
ABC Tool. Focus groups with both students and clinical
instructors will address the implementation of the ABC Tool.
Preliminary Results: At this time, eighty students have used
the tool with ~700 diabetic patients. Clinical instructors were
receptive to the program and stated that the ABC tool fits into
their workflow. Implications: This project suggests the feasi-
bility of pharmacy students using the ABC tool to promote car-
diovascular health of diabetic patients in community pharma-
cies through assessment of specific patient outcomes.
Impact of a Health Behavior Change Exercise on Student
Learning and Behavioral Change. Kimberly Plake, John
Bentley, Purdue University. Objectives: To assess students’ per-
ceptions of learning from a health behavior change exercise and
the impact journaling has on health behavior change in a college-
aged population. Methods: Students enrolled in courses focused
on chronic illness at Drake University (N=54) and health care
delivery at University of Mississippi (N=85) participated in a
health behavior change exercise as a part of a course activity.
Students were asked to change one of their “bad” health behav-
iors or start a “good” behavior for a four-week period. Although
students were allowed to choose their target behavior, they were
given examples such as quitting smoking or exercising. Students
at the University of Mississippi were required to journal as a part
of their assignment. To assess the activity, all students wrote a
paper reflecting on their experiences, which included: 1) their
success in changing their behavior, 2) what they learned from the
exercise, and 3) their appraisal of whether they found the exer-
cise valuable. Results: A qualitative assessment of the students’
papers focusing on their perceptions of what they learned from
the exercise is currently underway. The two groups of students
also will be compared with determine the impact journaling had
on the students’ success in health behavior change as well as dif-
ferences between students’ perceptions of learning.
Implications: This exercise was intended to help students devel-
op an appreciation of changing health behaviors and demonstrate
the impact of journaling on health behavior change. Formally
assessing the exercise may suggest improvements.
INNOVATIONS IN TEACHING AWARD
WINNERS
Pharmaceutical Biotechnology Virtual Laboratory: Student
and Instructor Experiences with Courseware Creation and
Subsequent Pedagogical Implementation. Kathleen Boje,
52
School of Pharmacy and Pharmaceutical Sciences University at
Buffalo, Christine Sauciunac, Instructional Technology Services
University at Buffalo, Travis Piper, Creative Approaches, Inc.
Objectives: We developed an interactive, web-based software
application for the pharmaceutical biotechnology drug research
and development process. The “Pharmaceutical Biotechnology
Virtual Lab” was offered as a hybrid course. We evaluated the
software’s pedagogical effectiveness, and how students utilized
the software in the teaching / learning process. Methods: This
project had two phases: phase 1 – Software Development and
phase 2 – Course Implementation. For software development,
we developed a prototype module that involved software
authoring tool selection, mock-up layouts of content screens,
educational content creation, storyboard development with art-
work, animation and programming. Successive modules were
developed and refined with student usability testing. For course
implementation, students chose from hybrid or on-line course
formats. Student learning was assessed through quizzes, pre-
and post-tests; assessment of student mode of learning (eg, how
the students used the software and course participation format);
and transference of learning from the course to other situations.
Results and Implications: Student post testing results and quiz
scores were not influenced by student choice of course partici-
pation format. Students felt that the software was a valuable
learning tool. However, hardcopy materials were rated more
important than the software or electronic-materials! Students
preferred to use their “tried & true” study strategies – using
hardcopy notes! (Funded in part by The Procter and Gamble
Curriculum Development Grant.)
Development and Implementation of a Scholarship of
Teaching and Learning Certificate Program for Pharmacy
Residents – Teaching Residents How to Teach. Frank
Romanelli, University of Kentucky, Kelly M. Smith and
Barbara F. Brant, University of Minnesota (formerly University
of Kentucky). In 1999, the University of Kentucky (UK)
College of Pharmacy developed the first Scholarship of
Teaching and Learning Certificate (STLC) Program for
Pharmacy Residents. The STLC program was born from a real-
ization of several deficiencies within our own program as well
as an awareness of national trends in academia. The primary
goal of this program was to provide a forum for participants to
gain knowledge of contemporary health professions and phar-
macy education issues, to develop experience in teaching/learn-
ing, and to document accomplishment in this area. The incep-
tion of the program recognized the shortage of well-trained
pharmacy teachers, and the primary philosophy of the program
was built upon the Carnegie Foundation’s work on teaching as
scholarship. The STLC program was designed as an elective
experience which would provide residents with training in var-
ious teaching methodologies and offer a forum through which
accomplishment in the area could be documented. Since its
inception the program has grown beyond UK and now involves
one other on-site program and two-way teleconferencing to two
other residency programs. Since 1999, over 50 residents have
been awarded certificates. Feedback from residency candi-
dates, residents, and employers has been overwhelmingly pos-
itive. Future plans involve increased multidisciplinary involve-
ment and continued outreach to other offsite programs.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
A Series of Three Competency-Based Introductory
Pharmacy Practice Experiential Courses. Christopher
Turner, Ralph Altiere, Larry Clark, Carrie Maffeo and Connie
Valdez, University of Colorado Health Sciences Center School
of Pharmacy. The innovation is a series of three required intro-
ductory pharmacy practice experience (IPPE) courses intro-
duced for 2nd and 3rd professional year students as part of the
University of Colorado’s entry-level Doctor of Pharmacy pro-
gram. The course objectives are to improve students’ under-
standing of, and ability to utilize, the CAPE competencies
required to provide pharmaceutical care, and to enhance their
ability to self-assess their pharmaceutical care skills. The pri-
mary components of each course are eight community pharma-
cy visits to conduct “OTC” counseling and health-promotion
and disease prevention activities, and two visits to introduce
students to hospital pharmacy practice. The primary method of
assessment is based on the CAPE outcome competencies.
Students are required to submit competency statements that
describe their pharmaceutical care activities. Each statement
addresses a CAPE competency and, to successfully complete
each course, students must reach a required number of state-
ments graded as “exceeds” or “meets expectations” by the
course director. Students and preceptors agreed that the objec-
tives of the three courses were met and that the students’ per-
formed valuable work. In conclusion, 2nd and 3rd year phar-
macy students in a series of three IPPE courses improved their
general and professional pharmacy practice competencies,
increased their self-confidence to provide pharmaceutical care,
and provided valuable patient care services.
INNOVATIONS IN TEACHING AWARD
HONORABLE MENTION
Development and Implementation of a Virtual Advanced
Teaching Experience. Maria Pruchnicki, Julie Legg, Marialice
Bennett, Dennis Mungall, The Ohio State University.
Objective: To provide an advanced-level teaching experience
for students in our Non-Traditional Doctor of Pharmacy
(NTPD) program. Methods: A virtual (distance-learning) elec-
tive teaching rotation was developed to enhance NTPD experi-
ential offerings. The sixteen week longitudinal design includes
two required components: 1) a web-based Teaching Skills
Curriculum, which provides core knowledge on learning and
teaching styles, course construction, cooperative learning envi-
ronments, and instructional technology; and 2) structured
teaching activities including didactic and online case-based
instruction, course material development, testing/student eval-
uation, and course assessment. Student teachers meet with pre-
ceptor(s) two hours each week, using an Internet classroom
(www.elluminate.com). Each student teacher is assigned
responsibilities in junior courses in the NTPD program
(approximately ten hours/week); a portfolio system is used to
track progress through these assignments. Collaboration with
the University Office of Faculty and TA Development provides
formative feedback of teaching performance, including student
self-assessment. Outcomes: To date, one student has complet-
ed the rotation requirements; four are currently enrolled. Two
students per semester have been scheduled through winter
53
2005. Grading rubrics are being developed for evaluation of
teaching performance, including: Understanding of learning
preferences and teaching styles; and demonstrated use of effec-
tive teaching strategies; Understanding of course construc-
tion/implementation; and application to an existing profession-
al program; Process development for evaluation of teaching,
including self-assessment techniques. Implications: Formal
learning activities and a variety of structured teaching experi-
ences can be used to develop advanced-level teaching skills.
This novel teaching rotation uses web-based technology to ful-
fill requirements for an elective NTPD experience.
Not Presenting a Poster
Center for Pharmacy Practice Exercises: Integration,
Reinforcement, and the Enhancement of Learning. Marsha
A. McFalls-Stringert, Thomas J. Mattei, Paula A.Witt-Enderby,
R. Pete Vanderveen, Duquesne University. The Center for
Pharmacy Practice Exercises were developed to bridge the gap
between lecture material and pharmacy practice. The goal of
these exercises was to enhance the process of learning. It was
hoped that these exercises would help alleviate some of the stu-
dent frustration that occurred with their inability to appreciate
the applicability of course material, especially the pure phar-
maceutical sciences. These exercises were self-developed and
have been integrated in participating Professional Pharmacy
Courses for four (4) academic semesters. There is not any evi-
dence that this concept is being practiced in any other universi-
ty, thus providing enhanced learning possibilities for the phar-
macy curriculum at Duquesne University. Although the stu-
dents at times found the exercises long and difficult, they
appeared to understand the utility of the exercises and appreci-
ated the ability to apply their knowledge during their intern-
ships and upon graduation.
ADDITIONAL ENTRANTS IN INNOVATIONS
IN TEACHING COMPETITION
A Case-Based Approach to OTC/Herbal Therapeutics in
Advanced Community Pharmacy Clerkship. Oluwaranti F.
Akiyode, Howard University. Objectives: To effectively instruct
4th year pharmacy students in OTC/Herbal Therapeutics in a
community pharmacy setting during a 5-week clerkship experi-
ence. Methods: The 4th year pharmacy students initially com-
plete a nonprescription knowledge quiz to assess their knowl-
edge base and their areas of weakness. Upon completion, the stu-
dents participate in five 1.5-hour weekly sessions on OTC/
Herbal discussion along the pharmacy OTC/Herbal aisles. The
sessions are based on 3 case studies that focus on common non-
prescription products. The sessions include hands-on interactive
review of the OTC/Herbal products and patient counseling role-
playing activities. Upon completion of the sessions, the students
retake the knowledge quiz taken at the beginning of the rotation
to assess the impact of the nonprescription teaching and training
experience. Students also complete an evaluation of the teaching
methodology and experience. Results (or Progress): The stu-
dents strongly agreed that the practical session provided greater
insight on effective patient counseling, as well as improve their
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
OTC/Herbal knowledge. The students especially appreciated the
hands-on component of the instruction as they can see and touch
the products within the community pharmacy shelves.
Conclusions (or Implications): As a result of the teaching
methodology, students have increased interest in OTC/Herbal
products and plan to study more in beyond the clerkship course.
Thus, the students will have increase confidence of nonprescrip-
tion medicine knowledge, which may increase their willingness
to provide nonprescription counseling to patients.
A Web-Based Module to Develop Problem Solving and
Estimation in Pharmacy Calculations. Shelly Chambers, Matt
Hudelson, Cameron Knudson, Karen Hallgren, Greg Crouch,
Washington State University and University of Idaho. Using
Web-based, interactive computer technology, a pharmacy math
module was developed that promotes collaborative problem
solving and permits the instructor to track successful and unsuc-
cessful learning pathways. This module presents the systems
used to measure length, weight, volume, and combinations of
these units, and how to convert between the systems of measure-
ment used in science, commerce and medicine. The innovation
focuses the learner on problem analysis and strategies, requires
students to write to learn while working collaboratively, and uses
a case-based approach to engage the learner. The module was
pilot tested by a small focus group, revised, and then implement-
ed as a mandatory unit in the first year calculations course at
Washington State University. The Units and Conversion module
has been a successful experiment and the process of authoring a
module that sought to engage students in higher order thinking
about calculations has revised the primary instructor’s classroom
methods as well. Ultimately, the entire pharmacy math course
may be presented using a series of modules with similar design.
2004 SCHOOL POSTERS
Developing Our Professional Culture at Auburn University
Harrison School of Pharmacy. Bruce A. Berger, Wendy C.
Duncan-Hewitt, R. Lee Evans, Paul W. Jungnickel, Robert E.
Smith, Auburn University. Professionalism encompasses
knowledge, abilities and values that a school of pharmacy must
identify, nurture, and assess throughout its program - from
admission, through graduation. At Auburn University’s
Harrison School of Pharmacy we are creating, sustaining, and
continually improving a culture directed towards this vision.
We have started by identifying our goals: the responsibilities
and attitudes that we must first embrace ourselves and then
inculcate in our students in order to graduate exemplary phar-
macy professionals. Our second step has been to elucidate our
origin: the attitudes, abilities and knowledge of our entering
student pharmacists and - equally importantly - the faculty who
we expect to mentor them. Then we have instituted a broad
range of mutually binding policies and covenants, learning
opportunities, and mentoring structures to facilitate the
achievement of our goals within the relatively short time-span
of a four-year professional curriculum. Critical pedagogical
issues highlighted include: 1) successful methods for enhanc-
ing faculty modeling and mentoring of professionalism, and; 2)
the choice of teaching and learning strategies to encourage stu-
dent responsibility and accountability for professional behav-
54
ior. This poster describes each of these steps assesses our cur-
rent status including successes and areas for ongoing improve-
ment and change.
Enhancing Professionalism by Engaging Pharmacy
Students Early in Their Education Experience. Gary W.
Bumgarner, Alan R. Spies, C. Scott Asbill, Valerie T. Prince,
Samford University. We have initiated a program that engages
pharmacy students in the professionalism discussion before
they enter their first year of pharmacy school. Building upon
the research of Professor Richard Light at Harvard University
we recognize that a major criterion for students to take a sub-
ject seriously is that they must “do something.” Our strategy is
based on this simple premise. In defining professionalism we
have emphasized the concept of pharmacy as a “calling” whose
primary obligation is to “serve” the patient. We propose that at
the core of professionalism is the willingness to make sacrifices
of self for the betterment of the patient. We think by nurturing
the connection between the head and the heart of our student
we can enhance their desire to serve (the core of professional-
ism) and increase overall professionalism during their transfor-
mation from pharmacy student to pharmacist. We have pre-
pared a booklet that includes several short stories/essays that
deal with this core of professionalism. The works of great
authors, such as Anton Chekhov and Nathaniel Hawthorne,
have been included to utilize their abilities to impact the whole
person (intellectually, emotionally and spiritually) through sto-
ries. This booklet is sent to all first year pharmacy students dur-
ing the summer prior to their entry into the first year of our pro-
gram. The contents of the booklet are discussed, in small
groups with faculty facilitation, during orientation when the
students first arrive on campus. A survey has been devised to
assess the impact of this innovative approach to enhance pro-
fessionalism.
Professionalism: Mind, Body and Spirit. Barry Bleidt,
Nancy Kawahara, Sharon Hanson, Rebecca Gryka, Gamal
Hussein, Jennifer Hillman, Bruce Currie, and Avis Ericson,
Loma Linda University. New programs typically struggle for
years to develop a culture of student professionalism. The new
School of Pharmacy at Loma Linda University was designed
to emphasize such values from the start as part of our adver-
tising and within the application and interview process. Nine
values play significant roles: Competence, Scholarship,
Integrity, Global Outreach, Service, Leadership, Life-long
Learning, Wholeness, and Spirituality. Bringing professional-
ism to the forefront required incorporation of such values into
the curriculum and into student activities. Didactic coursework
can only teach professional ideals. To enhance professional-
ism, all LLU students are required to be members of a select-
ed group of local, state, and national pharmacy organizations.
The student chapters afford multiple opportunities to learn,
practice, and perform service activities that build the knowl-
edge base, hone communication skills, and elevate an under-
standing of the high level of professional practice needed with-
in pharmacy. A weekly Professional Development session also
serves to support this culture. In addition, a dress code is in
place. Preparing the student’s mind, body, and spirit to be a
compassionate, caring health professional is integral to the
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
overall motto of LLU: “To Make Man Whole.” This motto
readily articulates with the university’s mission of furthering
the healing and teaching ministry of Jesus Christ. LLU is com-
mitted to the education of a diverse student body, imbued with
the knowledge, skills, attitudes, and behaviors required of
health care professionals, actively supporting a global out-
reach and mission mentality, providing humanitarian service
and promoting healthful living.
Creating a Culture of Professionalism: The First Step in a
Life Long Journey. Cynthia B. Watchmaker, Donald T. Kishi,
Michael E. Winter, University of California-San Francisco.
Objective: To cultivate a culture of professionalism as stu-
dents enter the PharmD program. Methods: A series of orien-
tation activities, which begin in the summer and continue
throughout the first quarter, encourage students to reflect on
professional issues. Through contact with faculty and alumni,
these programs welcome students to the School of Pharmacy
and professional community, engage students in discussions of
the professional academic environment and foster a sense of
pride and responsibility for their pharmacy education. These
activities culminate in a White Coat Ceremony sponsored by
the School of Pharmacy and the Alumni Association. Results:
Evaluation of these initiatives by students, faculty and alumni
has been overwhelmingly positive. These sessions provide an
avenue for faculty to be explicit about their expectations of
students at the professional level, build a sense of community
and create enthusiasm among students for their professional
education. Student evaluations consistently rate these activi-
ties as the most useful and inspiring in their orientation. The
connection with alumni reinforces the extent to which alumni
support our students now and in the future. Finally, these pro-
grams operationalize a concept that has long existed in the
School of Pharmacy – that the development of professionalism
is a cornerstone of the academic experience from day one.
Implications: These sessions represent only the beginning of
a process that extends throughout the curriculum. We have
learned that as we articulate our expectations of students, they
in turn are more outspoken about what they expect from fac-
ulty and the educational program.
Professionalism in Pharmacy Education: The University of
Southern California School of Pharmacy. Kathleen H.
Besinque, University of Southern California. The USC School
of Pharmacy has demonstrated a tradition of innovation and
excellence in pharmacy education. USC has developed sever-
al initiatives to foster professionalism in students including:
identifying leadership and professional commitment in appli-
cants for entry into the school, early introduction of profes-
sionalism concepts through IPPE in the first semester, a
“White Coat Ceremony” for newly admitted students, and for-
mal coursework in leadership, professional communications
and career planning is included in the first professional year.
An “Honor Code” for student conduct and an honor council
with student and faculty membership have been established.
Campus-based professional organizations involving both stu-
dents and faculty participate in a wide variety of community
service programs that reinforce professionalism throughout
the curriculum. Examples of the programs include: Kid’s Day,
55
Operation Immunization, Operation Detect Diabetes, and a
poison prevention program for school age children. By partic-
ipating in these activities under the supervision of faculty, stu-
dents learn and demonstrate profession behaviors and atti-
tudes. Students are evaluated during small class groups and
throughout the experiential education courses for professional
behaviors including: responsibility and follow-through, setting
priorities, professional appearance and attitude and empathy.
Faculty and preceptors are also encouraged to model profes-
sional attitudes and behaviors including participating in pro-
fessional organizations and involvement with student commu-
nity service programs. The University of Southern California
has a multi-faceted approach to the development of profes-
sionalism in students, faculty and preceptors. Formal course
activities, community-based programs and evaluation prac-
tices reinforce professionalism and student development.
Howard University Professionalism Workshop and White
Coat Ceremony. Anthony K. Wutoh, Joseph R. Ofosu, Olu A.
Olusanya, E. Jeannette Andrews, Pedro J. Lecca, Howard
University. According to a recent report submitted by The
Taskforce on Professionalism to study and promote Pharmacy
Student Professionalism (Taskforce, 2000), it is important to
develop professionalism in pharmacy students, in order for
them to serve the profession of pharmacy with integrity and to
provide the highest standard of pharmaceutical care. Howard
University School of Pharmacy faculty, in conjunction with
the Center of Excellence, has developed a Professionalism
Workshop and White Coat Ceremony to be part of the annual
orientation program for incoming first professional year stu-
dents. The goal is not only to welcome the students but also to
introduce early in their career the concepts of professionalism
and professional behavior. During the orientation program,
pharmacy students are required to participate in workshops
and seminars regarding professionalism and professional
behavior. The program culminates in a “White Coat and
Pinning Ceremony” where students are cloaked in the tradi-
tional white coat of a pharmacist by School faculty. After their
cloaking, students read and sign a pledge of professional
behavior. Family and friends are encouraged to attend this cer-
emony to witness the occasion. The third annual event, which
was co-sponsored by CVS Corporation, has already shown
improvement in student dress code, behavior, and attitude. The
specific objectives of this program are: to develop and incul-
cate professionalism and ethical behavior necessary in the
practice of pharmacy, to provide a forum to recognize profes-
sional role models, and to introduce pharmacy students to the
professional environment of pharmacy education in a ceremo-
nial manner.
Relationships Between Pharmacy Student Professionalism
and Religious Background and Behavior. B. DeeAnn Dugan,
David A. Gettman, Wagdy W. Wahba, Seena L. Zieler-Brown,
Christine R. Birnie, Katherine M. Heller, Palm Beach Atlantic
University. Background: Professional development in phar-
macy students has long been of interest within the profession
and scrutiny has intensified in this time of transition for the pro-
fession. In an article by Hammer et.al. (2004), six elements of
professionalism are identified: altruism, accountability, excel-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
lence, duty, honor and integrity, and respect for others. These
elements are also fundamental in a Christian worldview.
Objective: The primary objective of this study was to evaluate
the overall relationship between student professionalism and
religious background and behavior among two hundred profes-
sional pharmacy students at a Christian-oriented University.
The secondary objective was to compare scores among third,
second, and first year students. Method: Professionalism
among pharmacy students was assessed using items adapted
from an instrument developed by Hammer, Mason, Chalmers,
Popovich, and Rupp (2000). Religious background and behav-
ior was assessed using a 3-item instrument developed by
Connors, Tonigan, and Miller (1996). Relationships were test-
ed between the scores on the adapted student professionalism
instrument and the religious background and behavior scale,
and the other variables using a three-way contingency table and
categorical data analysis. Results: Sociodemographic data for
students is presented. The Chi-squared test or, when appropri-
ate, Fisher's exact test was used to determine whether statisti-
cally significant differences existed in the responses according
to reported respondent’s characteristics, eg,age and previous
education. Odds ratios and 95% confidence intervals are report-
ed as appropriate. A probability level of 0.05 was used to deter-
mine statistical significance. Implications: This study provides
novel information for the design and effective teaching of phar-
macy student professionalism.
Establishing Professionalism in Pharmacy Distance
Education. Carol Anne Motycka, Tom Andrew Robertson, Erin
Lyn St. Onge, Jennifer Schoelles Williams, Sven Allan
Normann, L Douglas Ried, Michael W McKenzie, University of
Florida. Objectives: To describe the opportunities for profes-
sionalization of students at the distance campuses. Methods:
The College’s goal is to provide the same opportunities for pro-
fessionalization to students at the distance campuses as are cur-
rently available in Gainesville. Professional organizations were
established on each distance campus, including ASP, KE, FSHP,
Student Council, SNPhA, CPFI, PLS, and Rho Chi. Also, the
College sponsors professional activities including a coating cer-
emony, pledge of professionalism signing, and patient care. In
addition, students complete introductory practice experiences
(IPEs) at local community and institutional pharmacies during
the first two years of the pharmacy curriculum before beginning
clinical clerkships in the third and fourth year. Finally, practic-
ing pharmacists act as course facilitators and professional role
models. Results: The College provides distance students with
opportunities to enhance their professionalism. The organiza-
tions, professional activities, and IPEs were duplicated at the
three distance campuses using the Gainesville model. By also
utilizing practicing pharmacists as course facilitators and men-
tors, the distance campuses have an additional opportunity for
development of professionalism. Implications: Given the
growth of distance learning in the education of pharmacists, nur-
turing the growth and development of professional attitudes and
behaviors is of great importance. It is necessary to continually
develop new ideas for professionalization via distance learning
and to share those ideas with other colleges to insure standards
are maintained within our program and to serve as a model for
future distance learning programs.
56
Successful Professionalization of Pharmacy Students at
Mercer University. James W. Bartling, Jordana L. Stephens,
Mercer University Southern School of Pharmacy. The Mercer
University Southern School of Pharmacy has a long, rich histo-
ry of developing student professionalism. This success is due in
large part to the emphasis placed upon professionalism in the
School’s mission, core values, profile of the graduate, and cur-
ricular outcomes. Professionalism is sought, fostered, assessed,
and recognized from the admissions process and on to gradua-
tion. The significance which professionalism plays at Mercer
begins with the recruitment strategy. In the admissions process,
an applicant’s community service, personal qualities, and
knowledge of the pharmacy profession are reviewed.
Interviews, essays, and external recommendations are evaluated
for characteristics of professionalism. A White Coat Ceremony
launches new student orientation. Entering students make their
initial pledge of professionalism during the Ceremony in front
of family, friends, faculty, and peers. Orientation also introduces
students to a wide selection of professional student organiza-
tions available on campus. The curriculum exposes students to
a variety of role models within the pharmacy profession.
Professionalism is fostered and assessed as part of shadowing,
service learning, community and institutional practice out-
comes, and advanced practice experiences, which make up the
students’ experiential education. A Pinning Ceremony held at
the end of the third professional year marks the transition from
the primarily didactic portion of the curriculum to full-time
experiential education. During this Ceremony, students renew
the pledge of professionalism that was taken on the first day of
pharmacy school. At annual commencement exercises,
Pharm.D. graduates take the “Oath of a Pharmacist.” This marks
the culmination of the professionalization process at Mercer.
Development, Adoption, and Implementation of a
Curricular Competency Addressing Professionalism.
George E. Francisco, Pharm.D., Lori J. Duke, Pharm.D., Keith
N. Herist, Pharm.D., Charles H. McDuffie, Pharm.D.,
Catherine A. White, Ph.D., University of Georgia. Due to
growing concerns, individual faculty members had expressed
an interest in developing specific college policies and proce-
dures directed toward improving student professionalism.
While attending the May 2003 AACP Institute, an ad hoc fac-
ulty committee developed the framework of a curricular com-
petency on professionalism. Terminal and enabling objectives
were identified using Bloom’s Taxonomy. Following comple-
tion of the competency framework, the ad hoc committee fur-
ther developed criteria for each objective in an effort to create
measurable outcomes and expectations. The completed docu-
ment was presented to the faculty for discussion and modifi-
cation. The final document was adopted as the 10th Curricular
Competency for the Doctor of Pharmacy degree program at
the Fall 2003 faculty meeting. After adopting the new compe-
tency, a faculty / student committee was organized to develop
an implementation policy for the professionalism competency.
The intent is to have the policy foster student professional
development throughout the curriculum as opposed to being
punitive in nature. We expect to have the policy finalized by
the end of the Spring 2004 semester.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Preparing Leaders in Pharmacy. Joseph F. Steiner, Paul S.
Cady, Andrew Gauss, Idaho State University. The faculty, staff
and students of the Idaho State University College of
Pharmacy collaborate to achieve professionalism in pharmacy
education through the exchange of ideas, the promotion of fac-
ulty excellence and the development of support from staff,
alumni and friends. Professionalism at the ISU College of
Pharmacy begins with the entering class. The college, repre-
sentatives and the student members of state pharmacy organi-
zations join together during the Annual White Coat Ceremony
when first-year students commit to the profession by signing
the Code of Ethics for Pharmacists. Professionalism continues
to develop as students learn to be technically competent and
ethically responsible pharmacy practitioners. The college’s
new module-based curriculum encourages the exchange of
ideas, collaboration and focus on the individual patient’s
needs. Equally important is student participation on all college
committees, student organizations and state and national phar-
macy associations. During the 2003 national APhA Annual
Meeting, ISU students won the APhA-ASP Policy and
Legislative Award. Pharmacy students also implement annual
diabetes health care education fairs, immunization clinics,
cholesterol education clinics, poison prevention education pre-
sentations for elementary school students and fundraisers for
local residents in need. The Professional Pharmacy Student
Alliance, an umbrella organization formed in 2003, advocates
the enhancement of all pharmacy student organizations. This
Alliance sponsored the 2004 11th Annual Spaghetti Feed and
Auction, which raised approximately $3,000 for a Pocatello
boy to travel to Disney World through the Make-A-Wish
Foundation®. Thus, preparing leaders in pharmacy requires
the commitment of the student, the profession and the College.
Blueprint for Professionalism. Cheryl M. Gallagher, Amy
Lullo, Susan Cornell, Kathy Price, Midwestern University-
Chicago. A commitment to professional conduct is a vital
attribute of the competent pharmacist. The associated values
and behavior can be taught to students to enable them to build
a professional identity. The MWU CCP Office of Experiential
Education has developed and continues to refine a working
definition of professionalism that includes establishing behav-
ioral criteria and integrating professionalism into didactic
work, exposure to preceptor and faculty models, and evaluat-
ing student performance during externship experiences. This
descriptive poster details the blueprint for student exposure to
professional expectations and assessment throughout the cur-
riculum from the early classroom and practical experiences
through advanced rotations. In the PS-1 and PS-3 years, stu-
dents have classroom lectures detailing the elements of pro-
fessionalism, including honesty, integrity, accountability,
responsibility, respect for others, compassion, technical com-
petence, knowledge of professional limits, communication,
collaboration, and altruism. Reinforcement of the principles is
maintained through group activities in the classroom and dur-
ing introductory practical experiences in community, hospital
and other clinical practice site visits. During each 6-week rota-
tion of the PS-4 year, students receive a midpoint and final
professional evaluation by their preceptors. Students also eval-
uate their preceptors using the same criteria. Of the twenty
57
individual behaviors assessed, six are considered critical.
Failure in any one of the six core behaviors addressing confi-
dentiality, ethical behavior, punctuality, cooperation, account-
ability, and reliability results in an automatic failure in that
rotation. Next steps are presented and include assessments of
program outcomes that measure changes in students’ percep-
tion of professionalism and preceptors’ evaluations of stu-
dents’ professional performance.
“Conversations About Teaching.” Nicholas G. Popovich,
Susan L. Peverly, University of Illinois at Chicago. The
accrediting body of academic pharmacy, the Accreditation
Council for Pharmacy Education, has challenged each college
to have an organized professional development program for its
faculty. Specifically, the professional development program
“should enhance teaching and assessment skills and should
assist faculty in efforts to become and remain productive
scholars.” In response to this challenge, a “Conversations
about Teaching,” series was created as one approach to allow
interested UIC College of Pharmacy faculty the opportunity to
discuss and explore various teaching topics (eg,how to create
course behavioral objectives, how to write examination ques-
tions, how to write letters of recommendation) in a relaxed,
interactive format. Each semester, this series meets weekly for
60–90 minutes as a means to mentor interested faculty. At the
beginning of each semester faculty complete a needs assess-
ment to identify topics for the subsequent sessions. Weekly
attendance is voluntary and faculty encouraged to attend
whenever their schedules permit. The intent of the investiga-
tors is to come alongside participating faculty to help them
focus their effort toward their professional development and
improvement of their teaching within the classroom, clinic,
and other learning environments. Because this approach to
faculty development in academic pharmacy is unique, it was
important to assess the value of the “Conversations,” series as
a means to improve future offerings of it and to share its
impact with others throughout the academic pharmacy com-
munity. Thus, a retrospective pre-post survey with a brief
demographic survey was developed and demonstrated positive
faculty outcomes.
A Curricular Roadmap of Professionalism. Carriann E.
Richey, Sue Bierman, Trish S. Barton, Patricia Chase, Butler
University. Butler University COPHS has integrated profes-
sionalism longitudinally across the six year program, develop-
ing a roadmap for student professional development. This
poster describes our carefully developed courses and activi-
ties. At Butler, professionalism begins during recruitment by
offering a career exploration program. Starting in the freshman
and sophomore years, preprofessional activities initiate our
formal program utilizing Faculty Orientation Guides, shadow-
ing experiences, ethics and panel discussions, and service
learning projects, to name a few. First year professional (P1)
students complete professional orientation and an Introduction
to Pharmacy course, receive their white coat at a formal cere-
mony, and learn the value of health and wellness in a program
called “My First Patient.” Required rotations introduce second
year (P2) students to future employers, while laboratory
assignments guide physician consultations, and case-based
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
activities support early interactions with clinical faculty. Third
year (P3) students interact with residents through clinical case
conferences and a Residency Showcase. Professionalism and
preparedness for rotations is demonstrated and measured
through participation in debates, Discovery Maps, and
Pharmacy and Therapeutics Committee presentations.
Students on rotations in their P4 year complete research proj-
ects with onsite preceptors and faculty mentors. These projects
are displayed via poster presentations for potential employers
and oral presentations at a University-wide undergraduate
research conference. Activities across class years include serv-
ice projects, networking and interviewing EXPOs, and labora-
tory courses requiring demonstration of professional
demeanor. Following graduation, students are encouraged to
participate in continuing education programs and as future pre-
ceptors. Our professionalism roadmap is regularly evaluated
through a college-wide continuous improvement program.
Encouraging Professional Development in Pharmacy
Education. Cynthia P. Koh-Knox, Steven A. Scott, Purdue
University. From the beginning of the first Prepharmacy year
through rotational experiences in the fourth professional year,
Purdue University pharmacy students are mentored and fos-
tered to develop a sense of professionalism as health care pro-
fessionals. At the White Coat Ceremony, the Oath of the
Pharmacist is read and spoken aloud by the first professional
year students and heard by the audience, emphasizing the
importance of dedication, lifelong learning, competence,
patient-focused care, and moral, ethical, and legal conduct that
will be instilled in pharmacy school. Expectations for continu-
al development of professional attire and behavior are includ-
ed in syllabi of core courses. Students write reflections during
the professional program about personal growth and profes-
sional development. A Professionalism Committee of students
was formed to survey all pharmacy students of attitudes about
professionalism at school. This study will be ongoing to cap-
ture changes in students’ attitudes throughout pharmacy
school. Implementation of introductory pharmacy practice
experience requires students to observe and work with phar-
macy personnel. Preceptor conferences are held yearly to pro-
vide updates on the program as well as help preceptors
improve their roles as mentors and educators. Research is
being conducted to study the attitudes of pharmacists in part-
nership with students as preceptors/mentors and to further
develop commitment to life-long learning among graduates.
Students are recognized throughout the program on their
accomplishments in professionalism with awards selected by
peer students and faculty/staff. Pharm.D. projects are recog-
nized at the senior banquet to showcase graduating students’
hard work to their friends and families.
Developing Professionalism Through the Official and
Unofficial Curriculum. Regina G. Caldwell, Dwaine K. Green,
Phyllis E. Nally, Peggy Piascik and William C. Lubawy,
University of Kentucky. Student professional development
begins with a one day summer Pre-Professional Workshop for
admitted students/parents and a three day Professional
Workshop for new students immediately prior to the start of
classes. Both required programs stress expectations and behav-
58
ioral attributes of a professional and incorporate small group
activities facilitated by second and third year Pharm.D. students.
Professional practice courses throughout the first three years
require community service participation each semester, discuss
publications on professionalism in small group meetings, have
self and peer evaluations that include professional behavior rat-
ings, and continuous exposure to practitioners who model pro-
fessional behaviors and attitudes. An elective course utilizes
guest speakers and reflective writings to stress values, behaviors
and beliefs of professionals. Other activities include group pub-
lic service projects, a Professional Protocols Program, a
Leadership Dinner, a Legislative Initiative covering advance-
ment of professional legislative agendas and visits with the gov-
ernor and/or lawmakers, and extensive student involvement in
recruiting and admissions. Students provide constructive feed-
back on college programs through targeted focus groups and
liaison meetings. The student organization and committee struc-
ture, combined with a student “mentor/mentee” process and
development programs, teach how to manage groups/commit-
tees effectively. The combined activities of the official and unof-
ficial curriculum have increased professional attitudes and
behaviors of the student body, have resulted in 20%-30% of the
student body attending professional meetings annually and gar-
nered national recognitions for professionalism from APhA-
ASP in two of the last three years.
Professionalism Is More Than a White Coat: Beyond Rules
and Rituals. Cynthia J. Boyle, Jill A. Morgan, Robert S.
Beardsley, University of Maryland. Background:
Professionalism is an evolving issue that must be addressed in
the context of expectations and goals for pharmacists and soci-
etal change. For example, manners are rarely taught; and reali-
ty TV creates negative influences that must be overcome. It is
easier for schools to implement rituals, such as white coat cer-
emonies, than to systematically create expectations and
accountability for professionalism throughout the entire educa-
tional enterprise. Increased incorporation of technology has
also introduced new challenges for students’ professional
development. Description: In support of professionalism, the
School has implemented strategies, including faculty and staff
civility training, explicit support of student extracurricular
activities, and enhanced remediation efforts for cases that come
before the student disciplinary committee. A continuum of
expectations and accountability has been articulated for major
components of the curriculum from early practice laboratory
experiences through advanced experiential learning. The
School has also benefited from effective student peer-to-peer
interventions. Emerging Issues: The School values the tradi-
tion of the White Coat Ceremony and other strategies promot-
ing professionalism. However, additional approaches are need-
ed to develop students’ ability to confront difficult professional
issues throughout their careers. Future initiatives include
addressing professionalism competency throughout all sixteen
experiential rotations; providing professionalism sensitivity
training for residents and graduate students who serve as teach-
ing assistants and role models; conducting student civility
workshops; and developing appropriate communication guide-
lines within the school and with other healthcare practitioners.
Our goal is for professionalism to become a life skill, devel-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
oped and practiced everyday, even after the white coat is hung
in the closet.
A Multi-faceted Approach to Enhancing Professionalism of
Pharmacy Students. Caroline Zeind, Michelle M. Kalis, Joseph
M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi,
Massachusetts College of Pharmacy and Health Sciences-
Boston. The School of Pharmacy – Boston initiated several proj-
ects aimed at enhancing professionalism of Pharm.D. students
and to meet educational outcomes that entail professionalism.
Professional socialization is a process that requires time and rein-
forcement of attitudes and behaviors. The faculty and adminis-
tration have all participated in efforts to enhance professionalism
throughout the curriculum and a Professional Affairs Committee
was created to coordinate the efforts. The approach we took is to
begin with applicants to the program and continue throughout the
professional curriculum. Beginning in 2003 the faculty interview
all qualified transfer applicants and applicants are asked to pro-
vide an impromptu writing sample. During the first few weeks of
the first professional year, students attend a White Coat
Ceremony and recite the “Oath of a Pharmacy Student.” During
one of the students’ early practice experiences in the second pro-
fessional year, a two hour session with active learning exercises
is devoted to professionalism. During this same experience, stu-
dents begin to develop a portfolio which includes a self-assess-
ment of the educational outcomes, personal goals, and a person-
al definition of pharmaceutical care. The portfolio development
continues during the third and fourth professional years.
Guidelines for promoting academic honesty that address profes-
sional attitudes and behaviors were designed and approved by
faculty. Faculty and preceptor development programs provide
guidance to faculty/preceptors regarding professionalism of the
students. Assessment of the success of the initiatives is ongoing.
However, the White Coat Ceremony is a highly regarded and
valued event by the students.
Promoting Professionalism in Pharmacy Education at The
University of Mississippi. John P. Juergens, John P. Bentley,
Alicia S. Bouldin, and Marvin C. Wilson, The University of
Mississippi. Objective: To describe the efforts at The University
of Mississippi School of Pharmacy over a five year period to
understand the nature of professionalism, its components, how to
instill the concept within students, and how to operationally
define it. Methods: A working group of School of Pharmacy fac-
ulty was formed in 1999 to examine all aspects of the concept of
professionalism. The Student/Faculty Relations Committee also
provided input. Multiple approaches were pursued including sur-
veys of students and faculty using the critical incident technique,
seminars, guest speakers, orientation activities, ceremonies, and
workshops. An entire faculty retreat was also devoted to profes-
sionalism. Results: It was recognized that professionalism is a
very elusive concept that can have a wide range of meanings
depending on the perspective being considered. UM has not set-
tled on an operational definition; however, a variety of insights
have been gained. It is important to distinguish between the con-
cepts of professionalism and professional competencies, and to
differentiate the notion of incivility, even though civility can be a
component of professionalism. Some success was achieved in
developing a core set of values that were accepted by the school
59
and that embrace professionalism. Implications: Attempting to
characterize and promote the concept of professionalism is a dif-
ficult task that likely will be an ongoing process. It is critical to
identify for students the core set of values that are embraced by
professionalism, and thus what is expected of students. Constant
reinforcement of those values by the faculty is part of the ongo-
ing process.
Developing Professionalism in an Ability-based Program.
Thomas D. Zlatic, Keri Mattes, Tricia Berry, Ashley Butler,
Shelly Enders, St. Louis College of Pharmacy. Though it is in
some ways “ineffable,” professionalism can be taught and
assessed within an ability-based curriculum. A goal of the
Division of Pharmacy Practice’s strategic plan was to enhance
professionalism. Action plans included creation of a profession-
alism task force and the appointment of a divisional assessment
coordinator. Faculty development programs were held to pro-
mote a shared vision of professionalism consistent with current
scholarship. Seven traits of professionalism were identified and
subsumed under two pharmacy practice divisional outcomes:
“Professional Valuing/Ethical Decision Making” and ”Social and
Professional Responsibility.” Ability-outcome committees
developed measurable criteria and levels of performance for each
ability. Then the abilities were mapped across required pharma-
cy practice courses in 2nd through 6th years, with particular
emphasis in early experiential courses. Practice opportunities
have been incorporated into years 2–4 and are being planned for
new courses in years 5–6. Students are assessed individually
within courses, and a long-term project is to measure change in
professionalism over a six-year curriculum by administering a
questionnaire to students in their 1st, 4th, and 6th years. A com-
mittee of course coordinators reviews data and suggests course
modifications that will enhance development of the abilities
The divisional strategic plan also called for efforts to coor-
dinate with other areas of the College to develop professionalism
through curricular and co-curricular activities. Workshops were
held to promote dialog and cooperation.
A Strategic Approach to Student Professional Development
at the University of Missouri-Kansas City School of
Pharmacy. Maureen Knell, Mary L. Euler, Patricia A.
Marken, University of Missouri- Kansas City. In 2001, as part
of the Schools strategic planning process, we systematically
evaluated current efforts in student professional development
and are implementing several strategies to improve perform-
ance in this critical domain. The Task Force on
Professionalism, Curriculum Committee and Committee for
Admissions and Academic Requirements are implementing
several initiatives based on the strategic plan. One example is
that the admissions interview was modified to incorporate
behavioral interviewing techniques that assess competencies
determined to be key in pharmacy student success. The
Student Orientation Program includes discussions of profes-
sional identity and responsibility, professional dress and con-
duct and the “Student Code of Professional Conduct.” The
Task Force is seeking ways to re-institute the Professional
Development Advisor program for the all Pharm.D. program,
as it was dissolved after the closure of the track-in program.
The Schools newly approved Curricular Outcomes have an
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
entire section on Behavioral-Based Abilities containing six
competencies and fifteen specific competencies. New syllabi
requirements mandate that faculty include behavioral expecta-
tions in their syllabus. A skill path map using the “Curricular
Outcomes” as the framework is under development. It will
match the behavioral-based competencies with individual
courses and help determine whether there are gaps or redun-
dancies in our students’ professional development. Individual
student professionalism is measured with the clerkship evalu-
ation tool as a minimum of 20% (depending on what sections
of the tool apply to the site) of the points comes from assess-
ment of their professional behavior. UMKC has an active pro-
gram to enhance the professionalism of our students and future
practitioners.
Achieving Professionalism in the Pharmacy Program at
the University of Montana. Lori J. Morin, Jean T. Carter,
Gayle A. Cochran, University of Montana. The pharmacy pro-
gram has made a significant commitment to achieving profes-
sionalism among the student body. This commitment has been
incorporated into didactic coursework and practice experi-
ences as well as extra-curricular activities. Some of these
activities include: having all applicants to the program com-
plete at least sixty hours of experience after which they are
evaluated as to those qualities they possess for professional
study, having all first-year students and their families partici-
pate in a white coat ceremony, having ethical discussions in
many integrated studies sessions, promoting travel to profes-
sional meetings, and involvement in service activities within
the school. The School of Pharmacy and Allied Health
Sciences is situated on a liberal arts campus which gives rise
to a unique opportunity to expose pharmacy students to a sub-
stantive general education requirement. Included in this
requirement is a course in ethics instruction, which pharmacy
students satisfy with a course in applied pharmacy ethics. A
portion of the School’s annual faculty retreat centers on stu-
dent issues surrounding professionalism. This topic is often
addressed at faculty meetings as well.
Fostering Professional Development in a Multipathway
Pharmacy Program. Beverly A. Talluto, Joseph Ineck,
Kenneth Keefner, Frances Moore, Creighton University.
Professional development of students enrolled in the web-
based pharmacy program was the impetus for renewed interest
in discovering by which means and to what degree profession-
alism is being provided throughout the curriculum. An inven-
tory of current components includes a Professionalism
Ceremony, signing of the Honor Code, professional mentors,
professional meeting requirement, multiple awards, portfolio
development and evaluation of professionalism while at Early
Practice site visits. Several surveys were administered to fac-
ulty, on-campus and web-based students and preceptors which
mapped a list of professional beliefs, attitudes and values. A
second survey was administered to faculty to discern in what
courses professionalism attributes were addressed. It was
determined that these attributes were presented to students a
minimum of 2 hours throughout the curriculum by way of
activities such as feedback to students, assessment/evaluation,
class objectives, informal discussion, classroom lecture, for-
60
mal events and lab exercises. Site visit exercises were incor-
porated directing students to discuss professionalism with
their preceptors and to submit a paper titled “What is
Professionalism.” The factors cited by the preceptors were
then compared with the professional factor ratings of students
and faculty from the previous survey data. Two committees
have been formed to address professionalism. The Ad Hoc
Professionalism Committee (pharmacy specific) recommends
activities to promote professional behavior. The school-wide
Professionalism Workgroup (pharmacy, occupational therapy
and physical therapy) recommends the development and adap-
tation of universal expectations of professionalism and elec-
tronic documentation for highlighting student excellence as
well as noting unprofessional behavior.
Increasing Student Exposure to Professional Pharmacy
Organizations. Harold L. Kirschenbaum, Martin E. Brown,
Long Island University. Objective: Involvement in profes-
sional associations is recognized as a means to accomplish
change within the profession and move it forward.
Associations also provide continuing education that is needed
for personal growth and re-licensure. To expose students to a
professional association, a program was implemented that
required senior students to attend a national or local meeting.
Methods: Arrangements were made with local pharmacy
organizations to allow a select number of students to attend a
professional association meeting on a complimentary basis. In
addition, students could meet the requirement by attending a
national pharmacy meeting. Students were advised of the
requirement at the beginning of the academic year, and were
told that they needed to provide proof of attendance and a 1-
to 2-page typed overview of the program. Students were
advised of local meeting dates and sponsors throughout the
year via e-mail. Results: More than 200 students participated
during the academic year. Students reported that they were sur-
prised by the degree of networking that occurred and the qual-
ity of the continuing education presentations. Many students
joined the association the evening of the program. As a result
of the experience, one student prepared an article for the
Student Newsletter of the New York State Council of Health-
system Pharmacists dealing with the benefits of attending pro-
fessional meetings. Implications: Exposing students to pro-
fessional organizations may increase the number of students
who join societies, learn about issues that impact the profes-
sion, and improve the level of professional involvement.
Developing Student Professionalism Through a Poison
Prevention Outreach Program for Elementary Students.
Karl D. Fiebelkorn, Patricia M. Grace, and Gayle A. Brazeau,
University at Buffalo. All first year professional students in a
Pharmaceutical Care I Course (PHM 316) are required to par-
ticipate in a poison prevention program targeted towards stu-
dents in kindergarten and first grade. Schools in local districts
are contacted and respond indicating the number and times
they would like these presentations to be given to their stu-
dents. Teams of three to six students are asked to develop pre-
sentations that address the following: 1) what is a poison, 2)
the five routes of poisoning, 3) products that can become poi-
sonous if misused, 4) how a medicine can become a poison, 5)
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
asking an adult before eating or drinking something, 6) what is
a pharmacist, 7) who to call in the event of a poisoning (911 or
the Poison Control Center). The teams are encouraged to
design short interactive programs (10–15 minutes) for children
using games and cartoons. The teams also introduce the chil-
dren to “look-alike” products; that when unlabeled, can be
mistaken for each other, and could lead to serious injury. All
children are provided with a letter to take home to their par-
ents, which explains our program, a Household Poison Safety
Checklist for the children to complete with their parents along
with poison prevention coloring pages and a program comple-
tion certificate. Each year the program reaches over 6,500
kindergarteners and first graders in the western New York
region. A videotape and DVD are being developed to enhance
the reach of the program to other school districts as well as
babysitters.
Inculcation of Professionalism: The Nevada College of
Pharmacy Experience. Amy H Schwartz, Renee Coffman,
Thomas H Wiser, Michael DeYoung, Thomas Metzger, Nevada
College of Pharmacy. The development of a new College of
Pharmacy comes with numerous inherent challenges. The
exponential growth in students, faculty, administration and staff
creates a unique opportunity to inculcate a culture of profes-
sionalism. The Nevada College of Pharmacy has faced these
challenges by incorporating several initiatives to foster profes-
sional socialization from recruitment through graduation. The
first example is the inclusion of professionalism as an admis-
sions criterion. Similarly the Student Handbook contains
Standards for Professional Conduct, which is governed by the
Student Professionalism Board. Student representatives sit on
the Professionalism Board and several other College
Committees (Admissions, Curriculum, Assessment Appeals
and Educational Resources). The annual White Coat Ceremony
introduces students to the profession, while the annual Awards
Ceremony honors student excellence, including professional-
ism. Professional behaviors are assessed during all experiential
training activities (early, core and advanced rotations). Lastly a
variety of professional organizations and fraternities are avail-
able for students, including a newly established Phi Lambda
Sigma chapter. Future initiatives include the development of an
ad hoc Professionalism Committee to ensure the professional
culture is maintained, promote and reward exemplary profes-
sional behaviors, and longitudinally monitor profession social-
ization. Mentoring programs for students, faculty and precep-
tors will be developed to foster professional development and
networking alliances. Curricular mapping performed concur-
rently with analysis of student, faculty, preceptor, administra-
tion and staff professional attitudes and behaviors will be
undertaken to better appreciate present status (baseline). These
endeavors help prepare for longitudinal assessments to ensure
continuous and successful inculcation of professional values.
Intentional Professionalization Strategies Across the
Pharmacy Education Experience (or Baking the Perfect
Soufflé). Pamela U. Joyner, University of North Carolina at
Chapel Hill. Baking the perfect soufflé has mystified more
than a few superb cooks. Whether as a main dish or elegant
dessert, the soufflé must be prepared with the right ingredients
61
in precise quantities, using special preparation techniques and
a controlled baking environment. Professional socialization of
student pharmacists similarly confounds pharmacy faculty and
requires comprehensive strategies regarding the elements of a
plan, professionalization processes, and development of a sup-
portive environment. We employ a comprehensive approach
that begins with recruitment. Recruitment efforts introduce
professional expectations to potential students. Leadership,
communication and problem-solving skills are assessed
throughout the admission cycle. Orientation for entering stu-
dents addresses progression policies, code of student conduct,
opportunities for professional involvement, and the patient-
practitioner covenantal relationship. Faculty advisors provide
professional mentoring. Professionalization strategies are
woven throughout the curriculum. The Pharmaceutical Care
Laboratories and Professional Experience Program provide
clear behavioral expectations, professional role models, and
opportunities to participate in diverse practice settings, com-
munity service projects and professional organizations. A vari-
ety of assessment strategies track student development. Other
innovative activities include an etiquette dinner and white coat
ceremony. The final clerkship year provides students with
opportunities to refine professional behaviors through small-
group work with faculty mentors in Area Health Education
Centers. Students may also participate in a Clinical Scholars
Program that prepares them to compete for post-graduate
training. The clerkship year culminates with a career celebra-
tion and graduation. Details of these approaches, results of a
recent student professionalism and role-model commitment
study, and a development of core values project will be pre-
sented.
Promoting Professionalism at the Raabe College of
Pharmacy. Kimberly A. Broedel-Zaugg, Jeffery C. Allison,
Thomas P. Faulkner, Ohio Northern University.
Professionalism is promoted by the college of pharmacy
throughout the curriculum in many ways including code of
conduct, ceremony, civic duty, and classroom participation.
Both the University and the college of pharmacy provide
expectations of professionalism through written codes of con-
duct found in the University catalog and college student hand-
book. Faculty present these codes to students during the first
quarter of their college experience. Ceremony includes the
professional commitment ceremony performed during their
third year of study, a hooding ceremony prior to graduation,
and an annual honors day ceremony to recognize leadership
and scholarship within the profession. Students are encour-
aged to participate in providing professional community serv-
ice through an elder care program (presentations given at sen-
ior citizen congregate meal sites), disease state screening pro-
grams (blood pressure, glucose, and cholesterol levels taken at
local malls), and wellness programs (supporting community
pharmacists in promoting wellness and disease state manage-
ment for a local industrial plant). Students are trained in pro-
fessional dress and communications through a pharmaceutics
laboratory; immunization certification; video interviewed
patient, examination, and review (VIPER); and attendance at
national or state pharmacy meetings.
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
Professionalization as a Continuum: From Prepharmacy
Student to Alumni. Kenneth M. Hale, Robert W.
Brueggemeier, Gerald L. Cable, Sylvan G. Frank, Milap C.
Nahata, The Ohio State University. The professionalization
process is viewed as a continuum that begins at our first contact
with prospective students and extends into our relationship with
them as alumni. Recruitment materials and functions emphasize
professionalism. Prepharmacy initiatives engage students with
members of the college community and pharmacy practitioners.
These initiatives include a PrePharmacy Club, a living learning
program (Pharmacy House), an Early Admissions Pathway for
honors students, and a Pharmacy Scholars program. The admis-
sions process incorporates doctoral student ambassadors, facul-
ty, practitioners and alumni. Students are encouraged to partici-
pate in professional associations as early as interview and ori-
entation days. Professionalism is showcased in college tradi-
tions such as our white coat and hooding ceremonies. These cer-
emonies stress the role of a professional in our society and
incorporate the Student Pledge of Professionalism or Oath of a
Pharmacist, along with participation of our alumni, profession-
al associations, and the State Board of Pharmacy. The
Professional Experience Program, including clinical rotations in
the first, third and fourth years of the curriculum, expose stu-
dents to outstanding practitioners and practices and evaluate
their conduct as professionals. Community service requirements
within these rotations emphasize the importance of service to
others. Our Code of Student Conduct outlines behavioral expec-
tations in the classroom, laboratories, during examinations, and
at experiential sites. Professionalization outcomes are integral to
our assessment processes. We recognize student, preceptor and
alumni professionalism with institutional awards, and our alum-
ni provide an ongoing support/mentoring structure for student
development as a professional. Our experience demonstrates the
value of emphasizing professionalism as a continuum.
“Fostering Professionalism Through the Student
Leadership Council.” Anthony G. DelSignore, Joshua Gagne,
Matthew LaCroix, Amy Talati, Katherine K. Orr, The Student
Leadership Council, University of Rhode Island. The Student
Leadership Council (SLC) was established one year ago at the
University of Rhode Island and is committed to increasing stu-
dent involvement in professional activities. The council brings
together student leaders of organizations to foster profession-
alism throughout the college. The SLC operates under four
fundamental tenets represented through its’ activities. First, we
encourage a sense of community within the College of
Pharmacy. This is seen in the establishment of the annual
College of Pharmacy Picnic, bringing together the college
family to interact not only on a professional level but also a
personal level. In the White Coat Ceremony senior students
place white jackets on new first year professional degree stu-
dents, encouraging a mentoring role amongst students.
Secondly, we promote academic review and revision through
participation on the curriculum committee. Constructive com-
ments and suggestions are submitted from the four profession-
al classes and presented as one unified voice. Next, we advo-
cate health and disease prevention through participation in
Kick Butts Day, Making Strides Against Breast Cancer, or
other pharmacy related outreach events. Finally, we advance
62
political advocacy in pharmacy with the formation of
Legislative Day. On this day, professional classes march on the
State House, discuss pharmacy practice related topics, and
provide students opportunity to experience the impact that
they have on legislation. Through these diverse activities, pro-
fessionalism is exemplified not only in the new programs that
we have implemented, but also the enhanced collaboration of
the students throughout the college working on these projects.
Professionalism: A Critical Element in Pharmacy
Education at the University of South Carolina College of
Pharmacy. L. Clifton Fuhrman Jr, Wayne E Buff, Farid Sadik,
University of South Carolina. It is the objective of the
University of South Carolina College of Pharmacy to incorpo-
rate various aspects of professionalism throughout the timeline
of the four-year professional program. Beginning with an
interactive focus on professional behavior and the White Coat
Ceremony during the First Professional Year Orientation and
concluding with the recitation of the Oath of the Pharmacist
during Convocation Ceremonies for Fourth Professional Year
graduates, our students are asked to become familiar with and
take responsibility for development of their own professional-
ism in a variety of ways. The pharmacy practice laboratory
sequence, which extends over the first five semesters in the
curriculum, establishes an expectation of a level of profes-
sional behavior similar to the actual practice setting; the early
and advanced practice experiences maintain a similar expecta-
tion with regard to professionalism within actual practice situ-
ations. Classroom focus groups in the areas of ethics, medica-
tion errors, impaired pharmacists, and ancillary practice
opportunities expand on various aspects of professional
behavior. Participation in student organizations at the local,
regional, and national level enhances the professional experi-
ence. In all of these areas, the faculty plays a critical role in
both teaching concepts related to professionalism and demon-
strating professional behavior in their teaching, research,
administrative, and pharmacy practice roles.
Professionalism With Elderly Patients: The CARE
Program. Angela D. Solis, W. Arlyn Kloesel, Jamie C. Barner,
Steve W. Leslie, Patrick J. Davis, Jennifer R. Myhra, Joanne F.
Richards, The University of Texas at Austin. The CARE (Care
and Respect for the Elderly) Program, established in 1999, is
an early practice experience associated with a first profession-
al year course. Program goals include enabling pharmacy stu-
dents to better understand and interact with elderly residents in
assisting living facilities; providing opportunity to learn about
common medical conditions affecting the elderly, the medica-
tions used in treatment, drug therapy outcomes, and medica-
tion adherence issues; improving communication skills with
other healthcare professionals; and exploration of the impact
of values and ethics on healthcare provision. Each student is
assigned to one of six assisted-living facilities, and subse-
quently assigned to a resident in the facility. Students visit
their residents a minimum of twelve times over two semesters,
provide social support to the resident, gather subjective and
objective patient data, observe visible symptoms of diseases
and side effects of medications, and observe at least one sched-
uled medication administration round. Students attend multi-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
ple one-hour small and large group discussion sessions during
the academic year, give a case presentation on their resident
using a modified SOAP format, and complete three written
assignments – a “Reaction Log,” “Communicating with the
Elderly,” and “Medication Compliance in the Elderly.” The
program is based upon solid pedagogy of service learning,
which includes involving student reflections through journal-
ing and writing assignments, thoughtful interactions and sus-
tained relationships with patients, and group sharing of expe-
riences to expand the learning opportunities for each student.
Research in progress includes assessing student changes
regarding perceptions of the elderly, exposure to disease states,
and knowledge of medications.
Hampton University School of Pharmacy’s Pursuit of
Professional Excellence in Pharmacy Education. Michelle
R. Easton, Carmita Coleman, Tara Jenkins, Arcelia Johnson-
Fannin, Hampton University. Hampton University School of
Pharmacy (HUSOP) has embraced inculcating professional-
ism in each student as an integral part of the theme and identi-
ty of the program since its beginnings in 1997. These efforts
are seen vividly in three distinct areas of the program: pre-
pharmacy offerings/activities, professional program, and post-
graduate educational pursuits. The pre-pharmacy club, cur-
riculum, pre-admission experiences are defining professional
experiences for our freshman and sophomore students. The
pre-admission experience is a unique requirement for admis-
sion to the professional program and is designed to impart
exposures involving professional expectations. Inclusion of
ceremonies also foster awareness of professionalism, most
notable are the White Coat, Rites of Passage, and Oath
Ceremonies. In addition, HUSOP faculty and students partici-
pate in recognized professional activities including National
Pharmacy and Poison Prevention Weeks. Students are strong-
ly encouraged to participate and present original research gen-
erated from course work in local, national, and international
venues to promote professional development. Rho Chi,
Academy of Students of Pharmacy, and the Student National
Pharmacist Association are the three professional pharmacy
organizations available to HUSOP students. The School has
supported active student participation at the Virginia
Pharmacists Association Legislative Day. HUSOP has a
required dress code, strict class attendance policy, as well as at
minimum 2 – 3 didactic lectures per year at each class level the
Professional Development Series (PDS) in the Pharmaceutical
Care Series to instill and promote professional involvement,
responsibility and citizenry. These activities continue to foster
student interest and garnering of post-graduate training posi-
tions in a highly competitive profession.
Our Prescription for Professionalism. Mary Ann F.
Kirkpatrick, Shenandoah University. The Bernard J. Dunn
School of Pharmacy initiated a new program with the class of
2007 to increase awareness and responsibility of professional-
ism. The poster describes the process utilized to collectively
and democratically create our class Professionalism Pledge.
The initial step in drafting the document was a formal presen-
tation on professionalism, delivered by the Associate Dean.
Next, the class engaged in a brainstorming session to identify
63
specific goals and ideals desired in the pledge. The myriad of
ideas offered by the students were categorized into major
themes such as excellence, accountability, and trust before
being voted upon. After voting, the approved topics (excel-
lence, respect, integrity/honor, service/duty, and compassion)
were divided amongst student advising groups for text con-
struction. The resultant disparate texts were compiled and edit-
ed by the Assistant Dean for Student Affairs before the final
unveiling at the class White Coat Ceremony. The ultimate goal
of this collaboration was the creation of a singular profession-
alism pledge to guide our class through our academic and pro-
fessional lives. [Prepared by the Bernard J. Dunn School of
Pharmacy Class of 2007.]
Enhancing the Professionalism of Pharmacy Students at
the University of Washington. Katherine Hale, Gail
Caballes, Dana Hammer, Nanci Murphy, University of
Washington. The University of Washington School of
Pharmacy (UWSOP) employs a variety of methods throughout
its programs to enhance student professionalism. Efforts are
most notable in our recruitment, admissions, orientation,
didactic, and extracurricular programs. Recruitment:
Potential applicants are sent a copy of the UWSOP
Admissions, Retention and Graduation Standards that lists
professionalism attributes such as, integrity, compassion,
altruism, competence, and a commitment to life-long learning.
Admissions: Professionalism is indirectly assessed through
the application process via a personal interview, extracurricu-
lar and community service activities, written essays, and rec-
ommendation letters. Orientation: A 5-day program incorpo-
rates professionalism workshops and activities, culminating in
a “Welcome to the Profession” ceremony where white coats
are adorned and a class-created Pledge of Professionalism is
read. A follow-up discussion, “Revisiting the Pledge” is con-
ducted at various times throughout the Pharm.D. program.
Didactic: Professionalism is addressed, developed and meas-
ured through core and service-learning courses, pharmacy
practice labs, and several independent study courses and elec-
tives. Extracurricular: A ‘culture of activism’ is promoted. A
high percentage of students and faculty are active in profes-
sional organizations and community outreach. Student activi-
ties are strongly supported by faculty, practitioners, and
administration. A mentor program facilitates professional
interactions between students, peers, and alumni pharmacist
preceptors. A Student ad hoc Committee on Professionalism
discusses ideas and implements programs by which profes-
sionalism can be further enhanced among student peers. Full
descriptions of these activities will be described.
Faculty and Student Perspectives on Classroom Incivility.
Jennifer Clutter, Charles Ponte, W. Clarke Ridgway, Mary
Stamatakis, Shelly Stump, West Virginia University. Faculty
members struggle to deal with a perceived generation of
aggressive and rudely behaved students. Is today’s millennial
generation consciously rude? Or are they simply a product of
their upbringing and environment with faculty reluctant to
change their own behavior to better interact with today’s stu-
dents? Our objective was to interview both students and facul-
ty to identify common issues inhibiting productive classroom
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
learning. Two focus groups were chosen; one with eight facul-
ty members selected from each of the major divisions of the
school, and another with ten randomly selected students repre-
senting the P1 – P3 classes. Each group discussed incivility
behaviors, the severity of the problem, and how it affects
classroom learning. The study revealed that all participants
recognize incivility as an issue. Faculty saw it as a much more
serious issue than students. When asked to name the rudest
conduct displayed by each group, no common behaviors were
identified. All student participants admitted to past incivility,
while only 25 percent of faculty participants admitted to ever
behaving in a discourteous manner. Students clearly articulat-
ed the need for faculty to lead by example and not to assume
that respect is automatic simply based on position.
Findings were shared at a faculty meeting and plans are
underway to share the results at a student assembly. It is antic-
ipated that guidelines for classroom behavior will be devel-
oped and adopted in the near future.
MERCK STUDENT ABSTRACTS
Lead/Manganese Metal Mixtures: Effect on DNA Content
and Cell Cycle Protein Expression in Rat
Pheochromocytoma (PC12) Cells. Andrea M. Brown,
Florida A&M University. Introduction: Lead and Manganese
are examples of some metals commonly found in the environ-
ment. These metals rank high on ATSDR priority list for haz-
ardous substances for which mechanistic data are lacking.
Both metals, show a similar health outcome, namely cognitive
deficits, in children and the elderly. To date, there is scarce
published data explaining the cytotoxic mechanisms of action
for metals and metal mixtures. With this research, we hope to
determine whether these metals conspire to produce DNA
damage and altered protein expression, which may be predic-
tive of disease initiation or progression. Methods: PC12 (Rat
Pheochromacytoma) cells were exposed to Pb alone, Mn
alone, and Pb/Mn metal mixtures at various concentrations
(50, 100, 300, 500 uM). Quantitative methods such as MTS
Cell Viability Assay, Flow Cytometry, Bradford Protein Assay,
PAGE Gel Electrophoresis/Western Blot Analysis, and
Annexin V FITC Apoptosis Assays were all used to
Characterize the effects of these metals on PC12 cells.
Results: Pb had no effect on PC12 cell viability or DNA cell
cycle. However, Mn significantly decreased cell viability and
caused cell cycle arrest in the S-phase (Synthesis) of the DNA
cell cycle, but seemed to have no effect on the proteins being
expressed during this phase. Pb/Mn metal mixtures caused a
slight decrease in cell viability, an arrest in the S-phase and in
the G2/M phase of the DNA cell cycle of PC12 cells.
Conclusion: Taken together, our findings show that PC12
cells are more vulnerable to Mn alone compared with Pb alone
and PC12 cells are more vulnerable to Pb/Mn mixtures than to
the Pb or Mn alone.
Over-Expression of Human Foxm1b in Drosophila
melanogaster. Margaret B. Dennewitz, University of Illinois
at Chicago. Introduction: FoxM1b belongs to the Forkhead
Box family of transcription factors that has been implicated in
regulating the expression of genes involved in diverse biolog-
64
ical processes including organ development, metabolism, pro-
liferation and cancer. In one transgenic mouse model, main-
taining FoxM1b in the liver of old mice restored hepatic pro-
liferation and regenerative properties to that of a healthy,
young regenerating mouse liver. Increased FoxM1b expression
also restored expression of genes required for cell division
demonstrating that FoxM1b was sufficient to maintain old
cells in a young, proliferative state. These results suggest that
researching the mechanisms governed by FoxM1b will
improve our understanding of the aging process. Methods: In
this project, I have studied targeted FoxM1b expression in
Drosophila melanogaster. The transgenic fly utilized a pro-
moter region to express the yeast transcriptional activator in
either the posterior part of the developing wing (engrailed pro-
moter) or in the entire developing wing (scalloped promoter).
These transgenic flies were crossed with flies containing a
Gal4 responsive-promoter (UAS) driving expression of the
human FoxM1b cDNA. Results: Analysis of the phenotype in
these transgenic lines expressing human FoxM1b,
engrailed/FoxM1b (en-Gal4/FoxM1b) and scalloped/FoxM1b
(sd-Gal4/FoxM1b) demonstrated that FoxM1b expression in
the nucleus disrupted the normal wing development in the
adult transgenic flies. The enGal/FoxM1b transgenic line dis-
played malformations in the posterior wing compared with a
wild type fly. The sd-Gal4/FoxM1b transgenic flies that
expressed FoxM1b in the embryonic wing disk failed to devel-
op wings altogether. My FoxM1b transgenic fly lines dis-
played a more dramatic wing phenotype than another trans-
genic fly overexpressing d-myb, which is known to control
proliferation. Conclusion: Our results suggest that FoxM1b is
stimulating proliferation in the wing disk of Drosophila, dis-
rupting adult wing development.
Characterization of Anti-Angiogenic Properties of
Pigmented Epithelium Derived Factor (PEDF). Kimberly
U. Fleming, University of Florida. Introduction: A new trend
in cancer therapy is to target the cells that support tumor
growth, rather than targeting the cancer cells themselves.
Pigmented epithelial derived factor (PEDF) has been shown to
inhibit angiogenesis, a vital component of tumor growth. The
anti-angiogenic properties of this protein have not been shown
using a non-viral gene therapy approach. We would like to
demonstrate the pharmaceutical possibilities of using PEDF in
the treatment of brain tumors. Methods: The PEDF gene has
been cloned into an expression plasmid and grown in a large
scale preparation. COS-7, RG-2, T98G, and A172 cells were
cotransfected with PEDF and a green fluorescent protein
(GFP) expression plasmid and cultured in corresponding
media for 72 hours. Cells were monitored for percent trans-
fection by fluorescence activated cell scanning (FACS) and the
supernatant and cell pellet were assayed for the presence of
PEDF by western blot and the amount of PEDF by ELISA.
Next, a transwell assay was used to better simulate in vivo
conditions. A172 and T98G cells (tumor cells) were cotrans-
fected with PEDF and GFP in bottom wells and porcine pul-
monary endothelial cells (PPECs) and human umbilical vein
endothelial cells (HUVECs) were plated on the top wells. Cell
media that was used in each well corresponded to the type of
endothelial cell plated on top (PPEC or HUVEC). Samples of
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
the supernatant were collected at 24, 48, and 72 hours and test-
ed using ELISA. Cell pellet was collected at 72 hours and will
be tested using a BCA protein assay. Results: PPEC, and
T98G and A172 cells transfected with PEDF in transwell assay
appear to have slower growth than control cells. A172 cells
transfected with PEDF in the transwell assay displayed an
altered morphology with elongated protrusions from the cells
resembling neurite extensions from cells bodies. This altered
morphology was not observed in untransfected cells or cells
transfected with a GFP expressing plasmid. ELISA test does
not show presence of PEDF in any collected supernatant, pos-
sibly due to degradation, sticking to the plate, being bound to
cells, or being taken up by cells.
Sensitization of Gliomas to Temozolomide by Gleevec.
Hsun-Lun (Aaron) Huang, University of California-SF.
Introduction: This study sought to improve gliomas therapy
by better understanding the activity of temozolomide (TMZ),
an oral chemotherapy agent. In vitro studies showed TMZ
induce G2/Mitosis (G2/M) arrest in gliomas. Modulation in
G2/M arrest may increase TMZ cytotoxicity. Gleevec was
demonstrated to inhibit the activity of platelet derived growth
factor receptors (PDGFRs), C-Abl, C-Kit, and Protein Kinase
3 (PI3). These tyrosine kinases were essential in cell cycle sig-
naling and growth. Inhibition of these kinases by Gleevec may
sensitize gliomas to TMZ. Methods: Colony formation assay
was used to assess the long term toxicity of the TMZ +
Gleevec treatment, while ß-galactosidase senescence (ß-gal)
assay, cell cycle analysis, and MTS metabolic assay were used
to assess the short term toxicity. Changes in kinases activity
were detected by Western blotting. Results: Colony formation
assay showed a reduction in colony formation efficiency in
U87 GBM cells treated with TMZ+Gleevec vs TMZ alone.
Cell cycle analysis indicated that Gleevec did not alter TMZ
induced G2/M arrest. ß-gal assay and MTS metabolic assay
showed a higher degree of senescence and reduction in meta-
bolic activity in cells treated with TMZ alone or
TMZ+Gleevec than cells treated with Gleevec alone or with-
out treatment. No difference in the degree of senescence and
metabolic function, however, was observed between TMZ and
TMZ+Gleevec treated cells. Our immunoblotting analysis
showed that Gleevec inhibit the activation of PDGFR-ß, and
PDGFR-ß’s downstream effecter—AKT. Conclusion:
Gleevec increased TMZ induced cytotoxicity in U87 GBM
cells by decreasing colony formation efficiency without alter-
ing G2/M arrest. Increase in senescence and decrease in meta-
bolic function correlated well with G2/M arrest.
TMZ+Gleevec did not show a higher degree of senescence or
further reduction in metabolic function than TMZ alone.
Gleevec’s inhibition on the activation of PDGFR-ß and AKT
may contribute to the observed synergism between TMZ and
Gleevec.
Rational Based Design of Anti-Tumor Vaccines. Matthew A.
Joseph, Duquesne University. Purpose: To investigate pair-
wise interactions between the arginine (R6) and glutamic acid
(E7) in GVYDGREHTV on T cell activation. This peptide is
an HLA-A*0201-restricted T cell epitope derived from
MAGE-A4, a melanoma-associated tumor antigen. Methods:
65
Relative peptide binding strength on HLA-A*0201 were
determined using T2 cells and a fluorescein-labeled beta-2-
microblobulin. Peptide immunogenicity was determined in the
HLA-A*0201 transgenic (A2 tg) mice and splenic T cells were
harvested 14 days after vaccination. Frequency of antigen-spe-
cific T cells was determined using a soluble dimeric HLA-
A*0201:Ig fusion protein (DimerXA21; BD Pharmingen)
loaded with the native peptide and co-stained with anti-CD8
antibodies. Results: X-ray data and molecular dynamics sim-
ulations have suggested that the R6 side chain is flexible.
Molecular modeling studies showed that mutating E7 to an
alanine (E7A) alters the hydrogen-bonding pattern surround-
ing R6 inside and outside the peptide binding groove. Binding
analysis showed that replacing E7 with an alanine (E7A) had
minimal effect on stabilization of HLA-A*0201 on T2 cells.
The relative MHC binding strength denoted by Mean
Fluorescent Intensity (MFI) was 122.3 for the Native peptide
and was 110.1 for E7A. Conversely, this mutation greatly
diminishes the ability of the peptide to activate antigen-specif-
ic T cells in A2 tg mice. The frequency of DimerXA21 detec-
tion of epitope specific T cells in vivo was 4.79%±0.46 for the
Native peptide and 2.81%±0.26 for E7A. Conclusions: These
data support the hypothesis that changing the hydrogen-bond-
ing pattern at position 7 in GVYDGREHTV can modulate T
cell recognition of R6. This work was supported by National
Institutes of Health Grant R15 CA97990.
Construction and In Vitro Evaluation of a Novel AAV
Vector for Type I Diabetes Mellitus. Keith C. Lowe,
University of Florida. Introduction: Type I diabetes mellitus
is an autoimmune disease in which there is strong evidence
that anti-inflammatory and immunoregulatory agents can have
a positive effect on the progression and development of the
disease. One of the promising agents with anti-inflammatory
properties is alpha-1 antitrypsin (AAT). We attempted to
develop a novel gene therapy vector which can mediate regu-
latable expression of hAAT to optimize the protective effect.
Methods: A vector was constructed containing a woodchuck
hepatitis virus posttranscriptional regulatory element, a tetra-
cycline transactivator, tetracycline bidirectional promoter, and
a recombinant hAAT gene. Two cell lines, 293 human kidney
cells and C2C12 mouse muscle fibroblasts, were transfected
with four different gene constructs: pTR-tet-ON-AAT (for-
ward and reverse orientations), pCB-AT, and pCB-AT
(WPRE). The cell lines were incubated in a range of doxycy-
cline concentrations. hAAT concentrations were assessed
using ELISA. Later, C2C12 cells were differentiated to assess
change in gene expression. Results: The vectors with the
CMB/ß-actin promoters (pCB-AT) had a slightly better level
of expression in the 293 cells. Varying the levels of antibiotic
did not appear to have an effect on the level of expression. In
the C2C12 cell lines there was a higher level of expression
with the pCB-AT constructs compared with the pTR-tet-ON-
AAT constructs. Changing the concentration of antibiotic did
not have an effect on the level of expression. Differentiated
C2C12 cells exhibited a favorable kinetic profile with respect
to hAAT expression. Conclusion: The tetracycline vector sys-
tem can be regulated not only with respect to the activation of
transgene expression, but also with respect to the amount of
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.

transgene product produced. The biggest obstacle to the use of The Effects of the Pollutant Dioxin on Pulmonary
this vector system is the presence of leaky gene expression. Dentritic Cells. Josh J. Neumiller, Washington State
Future experiments should focus on eliminating leaky gene University. Introduction: Exposure to dioxin correlates with a
expression, designing a more feasible study in order to get bet- variety of toxic effects, including immunosuppression. The
ter kinetic data on transgene expression, and using a wider mechanism of this immunosuppression has not been fully
range of doxycycline concentrations to further study its effect explained; however, current data indicate that exposure to
on expression. dioxin suppresses T cell activation and proliferation and
impairs host resistance. One possible explanation for the
Humanization of Anti-Methotrexate Monoclonal
reduced T cell response is a dioxin-mediated decrease in the
Antibodies. Danny McNatty, University at Buffalo.
ability of dendritic cells (DC) to stimulate naïve T cells in the
Introduction: This laboratory has proposed that the systemic
lymph node. The overall purpose of this study was to charac-
administration of anti-drug antibodies may be used within an
terize the effects of dioxin on DC migration by examining 1)
“inverse targeting” strategy to enhance the pharmacokinetic
chemokines important in DC trafficking between the site of
and therapeutic selectivity of intraperitoneal (i.p.) chemother-
infection and lymph nodes, and 2) respiratory dendritic cell
apy. This hypothesis has been supported by the results of pre-
(RDC) numbers within peripheral lymph nodes. Methods:
clinical studies utilizing methotrexate as a model anti-cancer
Chemokine data for MIP-1a was established by enzyme-
drug. In these studies, the administration of murine monoclon-
linked immunosorbant assay (ELISA) on bronchoalveolar
al anti-methotrexate antibodies was shown to allow increases
lavage (BAL) fluid collected from female C57Bl/6 mice
in the maximum tolerated dose of i.p. methotrexate, improving
infected with influenza A virus and treated with either peanut
animal survival in a murine model of peritoneal cancer. The
oil (vehicle) or 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD)
present work attempts to develop single-chain anti-methotrex-
(10µg/kg). Peribronchiolar lymph nodes were collected and
ate antibodies and humanized anti-methotrexate antibodies.
homogenized in Trizol for isolation of nucleic acids. A cDNA
These modified antibodies may facilitate future clinical inves-
library was prepared, and CCR7 and SLC expression were
tigations of the targeting strategy, as the modified antibodies
examined using RT-PCR. Another cohort of mice was used to
may be expected to be less immunogenic in man (ie relative to
track DC migration. The fluorescent dye CFSE was instilled
murine anti-methotrexate IgG). Methods: The laboratory has
intranasally 6h prior to sacrifice. Immune cells were isolated
previously developed a murine hybridoma cell line (W8) that
from lung and lymph node tissue and stained with fluo-
secretes high affinity anti-methotrexate IgG. W8 cells were
rochrome-conjugated antibodies for differential analysis via
grown within a humidified incubator, and tissue culture super-
flow cytometry. Results: MIP-1a levels are slightly decreased
natant was collected to identify the IgG and light chain sub-
in the lungs of TCDD-treated mice at 24h post-infection.
type. Total RNA was extracted from the cells, and reverse tran-
CCR7 and SLC expression is slightly decreased in lymph
scription was performed to yield W8 cDNA. Polymerase chain
nodes of TCDD-treated mice. Intranasal CFSE instillation suc-
reactions (PCR) were performed with cDNA using light chain
cessfully labeled immune cells within the lung, providing a
(L-upstream, L-downstream) and heavy chain (VH-upstream,
useful method for tracking RDC migration to peripheral lymph
VH-downstream) primers, which were designed to isolate the
nodes. Exposure to TCDD did not affect the efficacy of CFSE
variable regions of cDNA encoding the anti-methotrexate IgG. labeling. However, exposure to TCDD did not alter the per-
PCR products were cloned into a pCR2.1-TOPO vector centage or number of RDC in lung, nor was RDC migration to
(Invitrogen, Carlsbad, C.A.) for sequence confirmation. peripheral lymph nodes affected by TCDD treatment.
Overlapping PCR was performed using a cysteine linker to Conclusions: These data suggest that the infection-associated
build a cDNA vector encoding a single chain FV antibody con- migration of DC from the lung to the peribronchiolar lymph
taining both the VH and VL regions. This vector was transfect- nodes is not adversely affected by exposure to dioxin.
ed into SP2/0 murine myeloma cells for expression of the sin- However, it is possible that dioxin causes defects in the
gle chain antibody fragment. Antibodies were purified by expression of co-stimulatory or accessory molecules on DC,
affinity chromatography and by hydroxyapatite chromatogra- rendering them less effective as antigen presenting cells.
phy, and characterized via binding experiments and through
Microadenomas in the Mouse Lung. Edward P. O’Donnell,
sodium dodecyl sulfate polyacrylamide gel electrophoresis.
University of Colorado. Introduction: The main cause of can-
Results: Isotyping revealed that the W8 cells secreted an IgG1
cer death in the United States and Europe is lung cancer
antibody with kappa light chains. PCR yielded cDNA for the
because it is seldom diagnosed before metastatic spread.
variable region of the heavy chain and for the variable region
Development of effective chemopreventive therapies for early
of the light chain (VH = 426bp, VL = 664bp). cDNA identity
administration to high-risk patients (e.g., ex-smokers) is thus
was confirmed via sequencing. Antibody purity and affinity
essential for reducing mortality. Characterizing early stages of
for methotrexate were confirmed by sodium dodecyl sulfate
lung cancer progression will greatly aid in designing chemo-
polyacrylamide gel electrophoresis and by binding experi-
prevention regimens. Preclinical trials will provide insight into
ments, respectively. Summary: Molecular biology techniques
dosing schedules for such agents in subsequent clinical trials.
were used to produce, purify, and characterize anti-methotrex-
Adenocarcinoma (AC, a subtype of non-small cell lung can-
ate antibodies. Resultant antibodies may facilitate the clinical
cer) is the most common form of lung cancer, induced in mice
investigation of an inverse targeting strategy that is designed
with the chemical carcinogen, urethane. Mouse AC has molec-
to optimize the i.p. chemotherapy of peritoneal tumors.
ular, morphological, and histological similarities to human

66
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
AC, providing a relevant model to assess early stages of pro-
gression that can be experimentally manipulated. Taking
advantage of the differences between sensitive and resistant
inbred strains should provide insight into the mechanisms of
lung cancer resistance and sensitivity, further aiding the devel-
opment of effective chemopreventive agents. Objectives: The
objectives of this current study were to: 1) quantify early
lesions or microadenomas using a mouse model of lung AC,
and 2) compare differences in timing of microadenoma
appearance and susceptibility to urethane-induced tumorigen-
esis across inbred strains. Methods: Four inbred strains of
mice with differing sensitivities to urethane-induced lung
tumorigenesis (sensitive AJ, intermediate BALB and CXB4,
and resistant B6) were treated with urethane (1 mg/g) or saline
vehicle (control groups) and sacrificed at 3-week intervals up
to 12 weeks. Perfused lungs were embedded in paraffin
blocks, sectioned with a microtome into 4 µm step-sections,
and every tenth section stained by hematoxylin for visualiza-
tion. Microadenomas were enumerated on each section using
Spot Advanced® software (Diagnostic Instruments).
Synthesis of Thymidylate Synthase Inhibitors With the
Potential to Circumvent Tumor Resistance. Jaclyn Phan,
Duquesne University. Introduction: Cancer ranks second
among leading causes of mortality in the USA. Antitumor
agents (antifolates in particular) therefore serve as a significant
area of research capable of impacting afflicted patients. The
goal of the present research is to synthesize compounds
designed to overcome the resistance mechanisms that plague
current antitumor agents. Rationale: Our target is thymidylate
synthase (TS), a crucial enzyme that catalyzes the reductive
methylation of 2’-deoxyuridine-5'monophosphate (dUMP) to
2’-deoxythymidine-5'-monophosphate (dTMP) utilizing 5,10-
methylenetetrahydrofolate, a cofactor which acts as the source
of the methyl group as well as the reductant. Since this is the
sole means by which de novo synthesis of dTMP occurs, inhi-
bition of TS arrests cellular proliferation. Once bound to TS,
nonclassical compounds of general structure 2, which are
homologs of compound 1, are expected to mimic the ability of
the 1-TS complex to bind to TS mRNA thereby inhibiting fur-
ther TS production and avoiding resistance via TS amplifica-
tion. Folylpoly-γ-glutamate synthetase (FPGS) catalyzes the
formation of polyglutamated classical antifolates leading to
high intracellular concentrations of compound due to
decreased ability to efflux from the cell. Since nonclassical
compounds lack the glutamate tail needed for FPGS activity,
FPGS-related resistance should be avoided. These lipophilic
nonclassical compounds should passively diffuse across cellu-
lar membranes. Resistance due to defective active transport
should therefore also be circumvented. Methods: Benzyl mer-
captans substituted with either electron withdrawing or elec-
tron donating group(s) were appended to the 5-position of 2-
amino-4-oxo-6-methyl-pyrrolo[2,3-d]pyrimidine via an oxida-
tive addition reaction using iodine, ethanol, and water. The
pyrrolo[2,3-d]pyrimidine precursor was synthesized as report-
ed previously. Results: These compounds were tested against
both E coli and human TS and dihydrofolate reductase
(DHFR). The synthesis and biological activity of compounds
of general structure 2 will be presented.
67
Innovative Ways of Incorporating Quality of Life Data into
Health Economic Evaluations. Sara A. Poston, University of
Kentucky. Background: A significant challenge currently
faced in health economics is how to measure and incorporate
quality of life changes into economic evaluations. Quality
adjusted life years, or QALYs, are constructed via a simple
formula: the additional number of life years offered by a par-
ticular therapy are multiplied by a “quality adjustment factor”
or “utility” which is measured on a scale between 0 (dead) and
1 (full health). An important issue within the field is the ques-
tion of whether patient or general population utilities should be
used in determining QALYs. Objective: To directly compare
utilities previously obtained from subjects with heart failure to
the utilities obtained from a community sample of non-heart
failure subjects. Methods: Survey methods were used to
assess the utilities from a sample of 74 subjects from the gen-
eral population for Class II (n=33) and III (n=41) heart failure.
Mean age of subjects was 38 years. 45% of subjects were
female (n=33). t-tests were performed to detect differences in
utilities between heart failure patient and general population
groups. Multiple regression analysis was also performed to
test whether sociodemographic variables affected the utility
and served as control when comparing utilities between
patients and general population groups. Analysis of results is
ongoing and will be presented at the July meeting. The results
of this analysis will provide important information and evi-
dence that will assist us as we work towards designing a more
comprehensive future analysis, using a much larger sample,
for comparisons between all four NYHA heart failure classes.
The Role of Celecoxib in Cell Death. Ryan A. Schneider,
Pharm.D. Candidate. David H. Kinder, Ph.D. Since the advent
of selective cyclooxygenase inhibitors such as celecoxib for
use as NSAIDs with decreased gastric side effects, other uses
for these agents have surfaced. It has been shown that the use
of celecoxib in patients diagnosed with familial adenomatous
polyposis (FAP) has decreased the number and size of polyps
substantially, and has since been included as a labeled use for
this drug. Although there are theories as to the cellular mech-
anism involved in this process, no definitive mechanism has
been established. The goal of this project is to determine the
mechanisms associated with the cytotoxic effects of celecoxib
on the HT-29, BT-20, MCF-7, and A375 cell lines. Firstly, we
have found that celecoxib behaves somewhat like a conven-
tional chemotherapeutic agent in plastico; thus, we have estab-
 American Journal of Pharmaceutical Education 2004; 68 (2) Article 54.
lished an IC50 for cell growth inhibition for each of the four
cell lines using an XTT assay. Additionally, we visually
observed the cells undergoing apoptosis as indicated by bleb-
bing and other morphological changes using a trypan blue
assay to assess cell viability. Furthermore, we noted a
decreased number of cells in wells treated with higher concen-
trations of celecoxib. We then determined caspase-3 activity
(generally considered a hallmark of apoptosis) using a colori-
metric assay on each of the four cell lines. Results from this
assay indicated no caspase-3 expression at times 4, 8, 24 and
36 hours post treatment with celecoxib at the IC75 dose. Lastly,
we performed gel electrophoresis on the MCF-7 and HT-29
cell line in order to visualize DNA laddering, which is anoth-
er hallmark of apoptosis. Results of the gel electrophoresis
experiments showed no DNA laddering in either of the two
cell lines. Our results as of now are intriguing; we are visual-
ly observing apoptosis when we treat the four cell lines with
celecoxib; however, we are not observing two of the hallmark
identifiers of apoptosis: caspase-3 expression, and DNA lad-
dering. We are currently in the process of performing addi-
tional experiments which we hope will indicate the exact cel-
lular mechanisms involved with the cytotoxic effects of cele-
coxib.
Tissue Factor Polymorphisms in Postmenopausal Women.
Heather M. Sturgill, Virginia Commonwealth University.
Introduction: Cardiovascular disease is the leading cause of
death in the United States. Cardiovascular risks for women
increase after menopause. Although hormone replacement
therapy (HRT) was once considered cardio-protective, it is
now recognized that HRT is associated with an increase in
thrombotic risk. This increase in thrombotic risk can be par-
tially explained by the rapid rise of the inflammation factor C-
reactive protein (CRP) after HRT initiation. CRP induces pro-
duction of tissue factor (TF), the initiator of the coagulation
cascade. The TF gene promoter was recently reported to con-
tain four completely concordant polymorphisms: an 18 bp
insertion/deletion at -1208 position of the 5' promoter region.
In our previous studies, the TF –1208 deletion (D) allele is
associated with increased clotting activity in healthy endothe-
lial cells in vitro using interleukin 1-B (IL1-B) as a coagula-
tion stimulus. Whether the TF –1208D allele is associated with
increased clotting activity with other stimuli (eg, CRP), or in
the postmenopausal population, is unknown. If susceptibility
to CRP-induced thrombosis can be determined prior to HRT
initiation, proper candidates for HRT will be more easily iden-
tified. Methods: Monocytes were isolated from post-
menopausal women’s blood samples. The genotype of each
individual was determined and grouped as D-carriers
(homozygous deletion [DD] or heterozygous [ID]) or non-D-
carriers (homozygous insertion [II]). The monocytes (1x106
cells/mL) were exposed to 3.0 µg/mL CRP for 5 h. The cells
were then assayed for TF activity using a one-stage clotting
assay. Clotting activity was expressed as TF units/1x106
monocytes using a standard curve generated with rabbit brain
TF. Results: Sixteen postmenopausal women have been stud-
ied to date. Conclusion: In contrast to in vitro studies in
endothelial cells, the D-allele is not associated with increased
clotting activity in postmenopausal women. In this group of
68
postmenopausal females, non-D-carriers have a higher basal
and CRP-stimulated clotting activity than the D-carriers. The
results of this study will contribute to the understanding of
genetic influences on vascular thromboembolism in post-
menopausal women.
The Effects of 12-O-Tetradecanoylphorbol-13-Acetate and
Other Compounds on Lung Cancer Cell Lines A549 and
H1299. Dorothy Surowiec, Rutgers, the State University of
New Jersey. Introduction: Lung cancer is the number one
cancer that causes death in the United States. Non-small cell
lung cancer makes up 80% of all lung cancer cases; however,
there is yet to evolve one best treatment for lung cancer. The
major objective of this study was to determine a novel
chemotherapeutic treatment utilizing TPA that would possibly
be more effective and less toxic than currently available treat-
ments for both the A549 wild-type p53 and H1299 null p53
non-small cell lung cancer cell lines. In addition, experiments
to examine the mechanism of action of TPA in these two cell
lines were also performed. Methods: The effects of TPA alone
and in combination with other compounds on the A549 and
H1299 cell lines were studied by performing cell culture and
flow cytometry experiments. The mechanism of action of TPA
in the two cell lines was examined by Western blot experi-
ments. Results: The A549 cell line was more sensitive to the
growth inhibitory effects of TPA than the H1299 cell line in
dose response experiments. The best combination treatment
for the A549 cell line was TPA with caffeine, while the most
effective combination in the H1299 cell line was TPA with
tomatidine. Furthermore, the p21 protein was upregulated
after a 24 hour TPA 16nM treatment in the A549 cell line.
Conclusion: TPA induced a greater amount of growth inhibi-
tion in the A549 cells than the H1299 cells. This suggests that
p53 status may play a major role in a cancer’s sensitivity to the
effects of TPA. The upregulation of p21 in the A549 cells,
which could lead to growth arrest, may be a downstream effect
of the upregulation of p53. Further, the combination of TPA
and caffeine could possibly cause a synergistic growth inhibi-
tion in the A549 cell line.