Class of 2017 Abstract / Objectives: To describe the content of the currently enacted curriculum and confirm that the University of Arizona doctor of pharmacy degree program meets all required elements defined by the Accreditation Council for Pharmacy Education (ACPE) appendix 1. Methods: A curriculum map that lists courses taken by each class years and the 2016 ACPE appendix 1 elements was developed. Course syllabi were then evaluated for class sessions that fit within specific ACPE required elements. Each 50 minutes class session was classified as a lecture unit (lu) and the total number of lu were recorded on the map. Furthermore, the redundancy of categorized sciences (biochemical, pharmaceutical, social/administrative/behavioral sciences) were evaluated with the map. Lastly, diabetes contents taught within each course and corresponding assessment tools were collected to gauge opportunities for progression of knowledge. This was done by confirming that different factors of the disease were taught within different courses. Results: Each required ACPE element was covered by at least one lu within the curriculum. The 1st, 2nd, and 3rd year covered 67.5%, 54.1%, and 40.5% of ACPE required elements, respectively. The subject of diabetes was covered with 24 lu, 4 lu, and 14 lu within the 1st, 2nd, and 3rd years, respectively. Progression of knowledge in diabetes was seen in the course materials. Conclusions: The enacted curriculum covers all ACPE required contents. The 1st year of the program teaches the largest percentage of required elements. All categorized sciences were reemphasized and the opportunity for progression of knowledge was shown.

Class of 2011 Abstract / OBJECTIVES: To examine what factors influence students to enroll at the University of Arizona College of Pharmacy versus other schools. METHODS: This descriptive, cross-sectional study surveyed students attending the University of Arizona College of Pharmacy in the fall of 2010. The independent variable was out-of-state students versus in-state students. The primary dependent variables were students’ rating the importance of factors that influenced them to choose the University of Arizona College of Pharmacy. Demographic variables included age, class, year, and residency status. RESULTS Surveys were completed by 308 students of a total of 385 students (79%) enrolled in the fall of 2010 in one of the four classes . Overall, school rank and cost of tuition were equally important to residents (P=0.089) and rank was the most important factor to non-residents (P=0.045). All students rated class size (p = 0.005), campus size (p = 0.012), diversity of students (p = 0.019), availability of campus housing (p = 0.025), availability of campus clubs (p = 0.004), and safety of campus (p = 0.015) as important factors. First year students rated financial aid offer (p=0.002) as significantly more important than second and third year students; cost of living (p=0.013) as significantly more important than second year; influence of family (p=0.035) as significantly more important than third and fourth year students; and presence of friends or relatives who attended this College of Pharmacy was significantly more important than fourth year students (p=0.012). CONCLUSION: School rank and cost of tuition were equally important for residents, however, for non-residents school rank was the most important factor when deciding to attend the University of Arizona College of Pharmacy.

Class of 2009 Abstract / This study was partially funded by the Centers for Disease Control Grant No. 1U38GD000070 OBJECTIVES The purpose of this study was to assess the level of pharmacogenetics and pharmacogenomics instruction and of faculty and curriculum development in schools and colleges of pharmacy (here after colleges of pharmacy) in the United States based on the current AACP policy. METHODS: A revised questionnaire based on a previous study by Latif and McKay and 2008 House of Delegates of the American Association of Colleges of Pharmacy (AACP) was sent via email to 90 contacts identified by their respective deans at colleges of pharmacy in the United States. RESULTS: Of the 90 questionnaires sent, seventy-five (83.3% ) usable questionnaires were returned to the investigators. Coverages in the curriculum and its level of importance to the responder were assessed based on the guidelines outlined by AACP. Ninety-one percent of the colleges of pharmacy are currently including pharmacogenetics and pharmacogenomics at the PharmD level, a significant increase (p = 0.0134) from Latif and McKay, with the majority of the instruction as a required didactic course. Less than half (46.7%) of the colleges of pharmacy are planning to increase their course work of pharmacogenetic/pharmacogenomic over the next three years, at the same time as 54.7% have no plans to follow the AACP policy for faculty development. CONCLUSIONS: The genetic basis of disease core competency is being covered and considered important in pharmacogenetic/pharmacogenomic curriculum. Ethical, social and economic implications are also considered an equally important competency in this curriculum; however, it is not being adequately covered. Although pharmacogenetic/pharmacogenomic is currently in the curriculum, the majority of colleges of pharmacy are not adequately prepared to comply with the AACP policy regarding faculty development.

Abstract available in the American Journal of Pharmaceutical Education.

Objective. To document the type and extent of active-learning techniques used in US colleges and schools of pharmacy as well as factors associated with use of these techniques. Methods. A survey instrument was developed to assess whether and to what extent active learning was used by faculty members of US colleges and schools of pharmacy. This survey instrument was distributed via the American Association of Colleges of Pharmacy (AACP) mailing list. Results. Ninety-five percent (114) of all US colleges and schools of pharmacy were represented with at least 1 survey among the 1179 responses received. Eighty-seven percent of respondents used active-learning techniques in their classroom activities. The heavier the teaching workload the more active-learning strategies were used. Other factors correlated with higher use of active-learning strategies included younger faculty member age (inverse relationship), lower faculty member rank (inverse relationship), and departments that focused on practice, clinical and social, behavioral, and/or administrative sciences. Conclusions. Active learning has been embraced by pharmacy educators and is used to some extent by the majority of US colleges and schools of pharmacy. Future research should focus on how active-learning methods can be used most effectively within pharmacy education, how it can gain even broader acceptance throughout the academy, and how the effect of active learning on programmatic outcomes can be better documented.

No description available.

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Carmine Paul Gibaldi. Dissertation Committee: L. Lee Knefelkamp. Includes bibliographical references (leaves 164-168).

Objectives: To determine if benefit exists in allowing students to self-test over relevant material as they progress through a professional course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA were generated using PASW Statistics Version 19 (IBM, Armonk, NY) to evaluate number of quiz attempts, highest attempt score, lowest attempt score, average attempt score, last attempt score, undergraduate GPA, and composite PCAT in relation to exam grade. Results: Seventy-seven of 79 students took advantage of self-testing and completed a total of 7,042 attempts. For the four exams, average quiz attempts score had the highest correlation, R = 0.591, 0.670, 0.550, and 0.373 respectively, to exam score (p ≤ 0.001 for each comparison). For each student who took advantage of self-testing, a paired analysis revealed exam score was significantly higher on the first three exams when compared with quiz attempts average. Implications: Literature indicates self-testing strategies increase recall ability as compared to more commonly employed study techniques. Self-testing opportunities in the pharmacy curriculum could increase student retention of course materials and provide feedback to educators regarding student learning while offering students an indication of their comprehension.

Objectives: To assess student perceptions of a student-initiated note-taking service (NTS) upon implementation of a NTS in the first professional year of the Doctor of Pharmacy curriculum in a college of pharmacy. Method: A survey instrument assessing perceptions of a NTS was developed and administered to first professional year students (N = 75, 92.6% response rate) prior to the conclusion of the first semester in which the student-initiated service was implemented. Topics addressed in the survey instrument included: service quality, perceived impact on course attendance, grades and student-faculty interaction, willingness to pay for services, and percent of time devoted to study materials, including NTS notes. Non-parametric tests were employed to examine student perceptions across demographic characteristics. Results: 41% of respondents indicated they use the NTS. Approximately 38% of respondents perceived the NTS would increase learning and positively influence grades. Overall, the students were divided in their perceptions with large percentages agreeing and disagreeing with a majority of instrument items. Males were more likely to use the service in P2 and P3 years (p = 0.002), more willing to pay for the service (p = 0.013), and less likely to take their own notes (p = 0.002). Students who used the service estimated lower semester GPAs than those who did not (p = 0.025). Implications: This exploratory study indicated significant variation in student perceptions regarding the NTS. Future research is warranted to better understand both positive and negative aspects of service implementation, particularly as they relate to student learning.

This session will feature the best financial literacy solutions in higher education, straight from the mouths of the college administrators who have implemented the programs! By the end of this presentation, you will be an expert in the various solutions that are available, as well as having a good idea of what will work best for your institution. In this session, you will find out: (1) How the college decided on its financial literacy program, (2) How each school is integrating the resources, (3) What practices have been the most successful.