Class of 2006 Abstract / Objectives: Gastroesophageal reflux disease (GERD) afflicts close to 20 million adults in the United States. Pharmacy schools should ensure that appropriate teaching measures are implemented to optimize students learning of managing GERD. The purpose of this study was to evaluate the curriculum pertaining to GERD at the University of Arizona College of Pharmacy. Methods: We used a repeated measures design to longitudinally evaluate the curriculum on the subject of GERD. Sixty-six subjects from the class of 2007 were initially enrolled in the study, 31 completed the study. Students were tested using a case-based assessment. Descriptive statistics (mean + SD) were used for baseline demographics and a student’s t-test was used to analyze the results. Results: Student’s mean scores improved significantly over the course of the test administrations from 15.03 + 6.7 to 23.25 + 7.6 (p<0.0001). No significant difference was noted in either administration of the assessment between those who had experienced heartburn and those who had not. Mean scores significantly increased in patients who had work experience (p<0.05). Conclusions: Although student’s scores significantly improved during the study, no student achieved the minimally competent score of 70% and there was a high attrition rate, >50%. This high attrition rate possibly contributed to the poor results of the study. There may be a need for further evaluation and revision of the curriculum in this area at the University of Arizona College of Pharmacy.

The purpose of this study was to research and synthesize a new curriculum development model which has a theoretical base, proven practicality, and usefulness for local school districts.

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Thesis (M.S.)--Marshall University, 2004. / Title from document title page. Document formatted into pages; contains viii, 49 p. Includes abstract. Includes bibliographical references (p. 45-46).

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains xi, 139 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 91-96).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph. D.)--Illinois State University, 1998. / Title from title page screen, viewed July 11, 2006. Dissertation Committee: Edward R. Hines (chair), Robert Arnold, James E. Moon, Kenneth H. Strand. Includes bibliographical references (leaves 114-120) and abstract. Also available in print.

Thesis (M.A.)--Washington State University, May 2007. / Includes bibliographical references (p. 99-102).

Audio-visual methods of teaching are by far the oldest means of instruction in the world, and for many purposes are still the most effective. Before man could talk or write, his learning took place through direct experiencing. Primitive man learned to convey his thoughts by signs, facial expressions, and crude imitations long before he developed a vocabulary with which to express them orally. Often he drew upon the sand of the seashore, or arranged stones in a certain order, or made sketches on the wall of the caves, or used one of a dozen different ways of conveying ideas by an appeal to the senses. Boys were taught to fish and hunt and girls to cook through imitations, observations, and participation. Later came picture writing, and centuries later, the many forms of the alphabets which found their way onto clay tablets. / Typescript. / Includes bibliographical references (leaves 39-40).

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