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Year of Publication
1.  Medication Therapy Management Services Provided by Student Pharmacists 
Objectives. To evaluate the impact of student pharmacists delivering medication therapy management (MTM) services during an elective advanced pharmacy practice experience (APPE).
Methods. Student pharmacists provided MTM services at community pharmacy APPE sites, documented their recommendations, and then made follow-up telephone calls to patients to determine the impact of the MTM provided. Students were surveyed about the MTM experience.
Results. Forty-seven students provided MTM services to 509 patients over 2 years and identified 704 drug-related problems (average of 1.4 problems per patient). About 53% of patients relayed the recommendations to their physician and 205 (75%) physicians accepted the recommendations. Eighty-eight percent of patients reported feeling better about their medications after receiving MTM services. A majority of the students perceived their provision of MTM services as valuable to their patients.
Conclusions. Providing MTM services to patients in a pharmacy practice setting allowed student pharmacists to apply skills learned in the doctor of pharmacy (PharmD) curriculum.
doi:10.5688/ajpe76351
PMCID: PMC3327249  PMID: 22544968
medication therapy management; experiential education; doctor of pharmacy program; advanced pharmacy practice experience; community pharmacy
2.  Impact of a Faculty Orientation and Development Committee 
This paper describes the faculty enrichment activities and outcomes of a faculty orientation and development committee at a college of pharmacy. The committee used a continuous quality improvement (CQI) framework that included needs assessment, planning and implementation of programs and workshops, assessment of activities, and evaluation of feedback to improve future programming. Some of the programs established by the committee include a 3-month orientation process for new hires and development workshops on a broad range of topics including scholarship (eg, research methods), teaching (eg, test-item writing), and general development (mentorship). Evidence of the committee's success is reflected by high levels of faculty attendance at workshops, positive feedback on workshop evaluations, and overall high levels of satisfaction with activities. The committee has served as a role model for improving faculty orientation and retention.
doi:10.5688/ajpe7613
PMCID: PMC3298401  PMID: 22412202
faculty; faculty retention; faculty orientation; faculty development
3.  A Monograph Assignment as an Integrative Application of Evidence-Based Medicine and Pharmacoeconomic Principles 
Objective
To describe the development and assessment of monographs as an assignment to incorporate evidence-based medicine (EBM) and pharmacoeconomic principles into a third-year pharmacoeconomic course.
Design
Eight newly FDA-approved drugs were assigned to 16 teams of students, where each drug was assigned to 2 teams. Teams had to research their drug, write a professional monograph, deliver an oral presentation, and answer questions posed by faculty judges. One team was asked to present evidence for inclusion of the drug into a formulary, while another team presented evidence against inclusion.
Assessment
The teams' average score on the written report was 99.1%; on the oral presentation, 92.5%, and on the online quiz given at the end of the presentations, 77%.
Conclusions
Monographs are a successful method of incorporating and integrating learning across different concepts, as well as increasing relevance of pharmacoeconomics in the PharmD curriculum.
PMCID: PMC3049646  PMID: 21451753
evidence-based medicine; pharmacoeconomics; pharmacy and therapeutics committee
4.  A Formal Mentorship Program for Faculty Development 
Objective. To describe the development, implementation, and evaluation of a formal mentorship program at a college of pharmacy.
Methods. After extensive review of the mentorship literature within the health sciences, a formal mentorship program was developed between 2006 and 2008 to support and facilitate faculty development. The voluntary program was implemented after mentors received training, and mentors and protégés were matched and received an orientation. Evaluation consisted of conducting annual surveys and focus groups with mentors and protégés.
Results. Fifty-one mentor-protégé pairs were formed from 2009 to 2012. A large majority of the mentors (82.8%-96.9%) were satisfied with the mentorship program and its procedures. The majority of the protégés (≥70%) were satisfied with the mentorship program, mentor-protégé relationship, and program logistics. Both mentors and protégés reported that the protégés most needed guidance on time management, prioritization, and work-life balance. While there were no significant improvements in the proteges’ number of grant submissions, retention rates, or success in promotion/tenure, the total number of peer-reviewed publications by junior faculty members was significantly higher after program implementation (mean of 7 per year vs 21 per year, p=0.03) in the college’s pharmacy practice and administration department.
Conclusions. A formal mentorship program was successful as measured by self-reported assessments of mentors and protégés.
doi:10.5688/ajpe785100
PMCID: PMC4064477  PMID: 24954940
mentorship; mentor; protégé; pharmacy; faculty
5.  A Checklist for the Development of Faculty Mentorship Programs 
Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs.
doi:10.5688/ajpe78598
PMCID: PMC4064498  PMID: 24954938
mentor; faculty development
6.  The Impact of Student Pharmacists at Health Fair Events 
Objectives. To evaluate student pharmacists’ impact on health fair participant knowledge of selected disease states and to evaluate the intent of health fair participants with abnormal screening results to seek follow-up care within 1 month of screening.
Methods. Health fair participants were assessed for changes in their knowledge of specific diseases before and after screenings. Participants’ intent to seek health care was assessed through a survey instrument developed using Rosenstock’s Health Belief Model.
Results. Increases in participant knowledge of hypertension, diabetes, dyslipidemia, and body mass index were significant, and 78% of participants with abnormal results intended to contact a provider.
Conclusions. Student pharmacists’ had a positive impact on health fair participants’ disease knowledge and intent to follow up with a provider.
doi:10.5688/ajpe768149
PMCID: PMC3475778  PMID: 23129848
health fairs; student pharmacists; health beliefs; communications
8.  Teaching Medication Adherence in US Colleges and Schools of Pharmacy 
Objective. To determine and describe the nature and extent of medication adherence education in US colleges and schools of pharmacy.
Methods. A mixed-methods research study was conducted that included a national survey of pharmacy faculty members, a national survey of pharmacy students, and phone interviews of 3 faculty members and 6 preceptors.
Results. The majority of faculty members and students agreed that background concepts in medication adherence are well covered in pharmacy curricula. Approximately 40% to 65% of the students sampled were not familiar with several adherence interventions. The 6 preceptors who were interviewed felt they were not well-informed on adherence interventions, unclear on what students knew about adherence, and challenged to provide adherence-related activities for students during practice experiences because of practice time constraints.
Conclusions. Intermediate and advanced concepts in medication adherence, such as conducting interventions, are not adequately covered in pharmacy curriculums; therefore stakeholders in pharmacy education must develop national standards and tools to ensure consistent and adequate medication adherence education.
doi:10.5688/ajpe76579
PMCID: PMC3386030  PMID: 22761520
medication adherence; curriculum; medication
9.  Literacy Medication Labels 
doi:10.1007/s11606-009-0940-x
PMCID: PMC2686761  PMID: 19370380

Results 1-9 (9)