PMCC PMCC

Search tips
Search criteria

Advanced
Results 1-5 (5)
 

Clipboard (0)
None

Select a Filter Below

Journals
Authors
Year of Publication
Document Types
1.  Attitudes of Matriculating First-Year Pharmacy Students Toward a Mandatory, Random Drug-Screening Program 
Objective. To determine the attitudes of incoming pharmacy students toward a mandatory, random urine drug-screening program.
Methods. This was an anonymous, voluntary survey of students at the McWhorter School of Pharmacy (MSOP) using an instrument composed of 40 items. The instrument was administered during orientation week prior to the session during which the policies and procedures of MSOP's drug-screening program were to be discussed.
Results. The survey instrument was completed by all 129 (100%) students in the class. Two-thirds of the students were aware of MSOP's drug-screening program prior to applying, but only a few felt uneasy about applying to the school because of the program. The greatest concerns expressed by the students included what would happen if a student unintentionally missed a drug screen or was busy with other matters when called for screening, how much time a drug-screening would take, and the possibility of false-positive drug screen results. The vast majority of students agreed with statements regarding the potential benefits of drug testing. Students who consumed alcohol in a typical week and those with current or past use of an illegal substance held less favorable attitudes toward MSOP’s mandatory drug-screening program compared with students who did not share those characteristics.
Conclusion. Although there were definite concerns expressed regarding pragmatic issues surrounding drug screening, the first-year pharmacy students held generally favorable opinions about the school's mandatory drug-screening program.
doi:10.5688/ajpe769171
PMCID: PMC3508485  PMID: 23193335
illicit drug testing; pharmacy students; attitudes
3.  Faculty Attitudes and Scholarly Productivity Resulting From a Seminar Course 
Objectives
To determine faculty attitudes toward a professional seminar course for PharmD students, document scholarly production derived from the course, and ascertain whether that scholarly production or other faculty characteristics affected attitudes toward the course.
Methods
Faculty members served as facilitators for pharmacy students enrolled in a professional seminar course. A 34-item survey instrument intended to identify faculty attitudes toward the course and document scholarly productivity was developed. All 40 faculty facilitators involved in the course were asked to complete the survey instrument.
Results
Of the 30 (75%) faculty members who completed the survey instrument, 20 had an overall positive attitude toward the course. Faculty members had generated approximately 90 peer-reviewed scholarly works over a 9-year period as a result of the course. Significant associations were found between faculty members' attitudes toward the course and academic rank, academic department, and scholarly production derived from the course.
Conclusions
Faculty members who had advanced academic rank, an appointment in the pharmacy practice department, and scholarly productivity as a result of serving as a facilitator for a Professional Seminar Course were more likely to have positive attitudes toward the course.
PMCID: PMC2254233  PMID: 18330047
faculty productivity; research; scholarship; survey
4.  Mental Health and Psychiatric Pharmacy Instruction in US Colleges and Schools of Pharmacy 
Objectives
To describe the extent of psychiatric pharmacy instruction in US pharmacy curricula, including course and faculty characteristics and mental health topics taught in clinical therapeutics-based courses.
Methods
An 11-item survey instrument (54% response) was developed and mailed to 91 colleges and schools of pharmacy.
Results
Over 75% of colleges and schools employed a psychiatric pharmacist; however, less than 50% of faculty teaching psychiatric pharmacy content were psychiatric pharmacy specialists as defined in the study. All colleges and schools included psychiatric topics as part of a therapeutics-based course with an average of 9.5% of course content devoted to these topics. About 25% of colleges and schools offered elective didactic courses in psychiatric pharmacy. Only 2 schools required a psychiatric pharmacy advanced pharmacy practice experience (APPE), but about 92% offered elective APPEs. The mean number of hours spent on lecture- and case-based instruction across all colleges and schools was highest for depression and lowest for personality disorders.
Conclusions
There is a need for colleges and schools of pharmacy to better identify and standardize the minimal acceptable level of didactic instruction in psychiatric pharmacy as well as the minimal level of specialty qualifications for faculty members who teach this subject.
PMCID: PMC1847556  PMID: 17429504
psychiatric pharmacy; pharmacy education; curriculum; mental health

Results 1-5 (5)