Class of 2012 Abstract / Specific Aims: To determine pharmacy students' knowledge and attitudes towards herbal medicine, and to identify factors that have the most influence on herbal knowledge. Subjects: Students in the 1st, 2nd, 3rd, or 4th years of the Doctor of Pharmacy program at the University of Arizona. Methods: Questionnaires administered during regularly scheduled classes and email collected knowledge, attitudes, and demographic data. This included age, gender, highest level of education, completion of herbal medication/OTC course, practice site, availability of herbals and herbal information at the practice site, and use of herbal medication in a family member. Main Results: Questionnaires were completed by 270 out of the 395 students enrolled in pharmacy school. An average of 4.8 ± 3.02 out of the 14 questions (34%) were answered correctly on the knowledge section. Pharmacy students agreed that providing information about herbal medication is a pharmacist's professional responsibility and that an elective course on herbal medications would be useful (mean = 3.31 ± 1.52 and 3.73 ± 1.32 respectively on a scale of 0-5 where 5 = strongly agree and 0 = do not agree). Pharmacy school year and completion of an herbal/OTC course were the largest contributing factors to higher scores on the knowledge portion. Conclusions: With an average knowledge score of less than 50% and average rating of less than 2.5 out of 5, pharmacy students have a weak understanding and a low confidence level in recommending and counseling patients on herbal medications. Requiring a course that includes herbal medications may be beneficial.

Class of 2012 Abstract / Specific Aims: The purpose of this study was to assess the attitudes, beliefs and knowledge of pharmacy students regarding geriatric care. Methods: A questionnaire was administered to first, second and third year pharmacy students to assess the impact of geriatric curriculum on students at the University of Arizona College of Pharmacy. The primary grouping variable was whether or not students had previously taken a course focused on geriatrics. Main Results: A total of 193 pharmacy students completed the questionnaire which resulted in a response rate of 64.33%. There is no comparison group for the first year class as all students in this class had never taken a geriatric-focused course. Therefore, no tests for statistical significance could be performed for this class. Students in the second year class who have taken a geriatrics-focused course scored higher than those without course experience on all four of the attitude and beliefs questions (p = 0.104, p = 0.042, p = 0.045, p = 0.025). The same held true for the third year class (p = 0.006, p <0.001, p = 0.050, p = 0.653). Both classes showed a statistically significant increase in knowledge of geriatric care in those students who have previously taken a geriatrics-focused course (p = 0.032 for second years, p = 0.022 for third years). Conclusions: This study showed that pharmacy students at the University of Arizona College of Pharmacy who have previously taken a geriatrics- focused course have more positive attitudes and beliefs regarding geriatric care as well as a stronger knowledge base regarding geriatrics. With an aging population, it is important that pharmacists be knowledgeable and capable of caring for geriatric patients. Thus, we recommend that all pharmacy schools include a geriatrics-focused course as part of the standard curriculum for Pharm D. candidates.

Class of 2010 Abstract / OBJECTIVES: To evaluate the impact of interprofessional education on the perceptions and attitudes of pharmacy students. METHODS: A remodeled version of the Interdisciplinary Education Perceptions Scale (IEPS) was administered during a regular class time for first, second, and third year students. This adapted IEPS was designed and validated to assess three aspects of interprofessional perceptions: competency and autonomy (sub-scale 1), perceived need for cooperation (sub-scale 2), and perception of actual cooperation (sub-scale 3). Data regarding sex, age, previous health care work experience, and previous degree achievement were also collected. RESULTS: A total of 211 pharmacy students completed the survey (73 first-years, 85 second-years, and 53 third-years). Analysis of variants (one-way ANOVA) was used to analyze the potential difference in perceptions between the three groups of pharmacy students using both the total and sub-scale scores. No statistically significant difference was found between total scores, sub-scale 1, sub-scale 2, or sub-scale 3 with regard to pharmacy school year. There was also no significant difference in perceptions with regard to sex, age, work experience, or degree status for any scale scoring. CONCLUSIONS: Perceptions of interprofessional education did not differ between first-, second-, and third-year pharmacy students at the University of Arizona, College of Pharmacy.

Class of 2010 Abstract / OBJECTIVES: To determine and compare the ability and confidence of pharmacy students’ drug information skills at the end of their third and fourth years of pharmacy school. METHODS: This study used a self-­‐assessment questionnaire that was distributed to third and fourth year doctor of pharmacy candidates at the end of the academic year. The questionnaire consisted of 22 items using a 5-­‐point scale that ranged from excellent (5) to poor (1) and 5 demographic questions. The topics included five categories: communication issues, resource use, critical evaluation, questions and answers, and miscellaneous items. RESULTS: Seventy-­‐one of 86 (82.6%) third year students and 51 of 79 (64.6%) fourth year students participated in the study. Fourth year students were found to be more confident than third year students in their abilities to provide drug information responses in 21 of 22 questions and in all 5 category topics (p < 0.001 for each comparison). Compared to women, men were more comfortable in speaking with health care professionals about drug information requests (p = 0.047), and were more confident in their ability to use International Pharmaceutical Abstracts (p = 0.035), to prepare an appropriate recommendation when conflicting information was found in the literature (p = 0.040), and in evaluating meta-­‐analysis literature (p = 0.045). CONCLUSIONS: Additional drug information requirements and experiences during the fourth year clinical rotations were associated with higher confidence in the self-­‐perception of drug information skills compared to third year pharmacy students who only had didactic courses in drug information. More studies need to be completed that compare different types of drug information rotations and requirements.

Class of 2017 Abstract / Objectives: To assess the University of Arizona College of Pharmacy (UA COP) students’ attitudes toward, perceptions of, and interest in compounding pharmacy and to describe the influence of’ experience in compounding pharmacy. Methods: Questionnaires were administered during a regularly scheduled class. Students rated their opinions on the level of regulation of compounding pharmacies and the quality of patient care provided by compounding pharmacists compared to that provided by traditional community pharmacists, as well as their attitudes towards recommending a compounding pharmacy to a patient, family member, and himself/herself. Students also indicated their interest in learning and working in a compounding pharmacy. The survey was approved by the University IRB. Results: A total of 242 students completed the questionnaire, an 81% response rate. The 2nd and 3rd year students had significantly more experience in compounding pharmacy than the 1st year students (p=0.016). Students (92%) who had experience in compounding pharmacy, believed that compounding pharmacies are much more regulated compared to other pharmacies (p<0.001). Students with or without experience were interested in learning more about compounding pharmacy (p=0.14); however, students with experience were more interested in working in a compounding pharmacy (p<0.01).Attitudes towards and perceptions of quality of care of compounding pharmacy were similar. Conclusions: UA COP students have positive attitudes toward, perceptions of, and interest in compounding pharmacy and students’ experiences in compounding pharmacy influenced their interest in learning and working in a compounding pharmacy.

Class of 2011 Abstract / OBJECTIVES: To assess the attitudes of future health professionals towards taking medication. METHODS: A beliefs about medications questionnaire (BMQ) was passed out to pre-pharmacy students at a pre- pharmacy club meeting on April 4, 2011. The questionnaire utilized a five-point Likert scale with 1 being strongly disagree and 5 strongly agree. The collected data was used to compare with the BMQ scores from the general public available in the Horne et.al. study. RESULTS: Pre-pharmacy students had significantly less agreement with negative statements (mean and SD, 2.43 ± 0.65) than the lay public (mean and SD, 3.75 ± 0.29) (p = 0.029). CONCLUSION: We found that pre-pharmacy students tended to view medication use more positively than the general public. However, more surveys were needed in order to confirm these results. Overall we found a significant difference between attitudes held by pre-pharmacy students towards medication use and attitudes held by the lay public.

Class of 2005 Abstract / Objectives: To describe the physical activity and nutrition status of pharmacy students and determine the level of knowledge that these students have related to prevention of obesity. Methods: This was a descriptive study of the physical activity and nutrition status of pharmacy students and their knowledge related to the prevention of obesity. Data were collected from all the students using a paper and pencil questionnaire (a copy is provided in the Appendix). Students were asked to answer questions related to causes of obesity, definition of obesity using BMI, and physical activity relating to BMI. They were also asked to compare physical activity to drug therapy and define the recommended exercise guidelines by the Institute of Medicine. Students were asked to match physical activities with the intensity of the activity from light to vigorous. Students were also asked to list the fruits, vegetables, unsaturated fats, sweetened drinks, fried foods, and whole-grain foods consumed the day prior. Students listed the frequency of moderate and vigorous activities they participated in the week prior. Students chose the benefits of physical activity most important to them and were asked to rank the importance of physical activity, diet and obesity prevention to their health. Demographic data were collected on age, gender, ethnicity, height and weight. Results: Scores were derived for all questions and mean scores for the three classes were compared using student’s t-test for all groups. Mean scores and student’s t-test were also used to compare responses between genders. Implications: Overall, pharmacy students are lacking education in preventing obesity. By educating pharmacists about healthy eating and physical activity they, in turn, can educate the public on preventing obesity.

Class of 2005 Abstract / Objectives: To explore the factors that motivate current pharmacy students to enter the field of pharmacy, and compare these motivational factors to currently registered and practicing pharmacists. Methods: Identical questionnaires were distributed to the student and pharmacist populations. The questionnaire collected ratings on how influences such as job security, earnings potential, community service, and family obligation affected decisions to enter the profession of pharmacy. Other data regarding salary information, satisfaction with the profession, first career choices, and basic demographics were also collected. Results: Questionnaires were completed and returned by 214 students and 84 practitioners. Statistically significant differences were found between groups for all demographic descriptors (p<0.001). Differences were also seen amongst rating scores applied to most of the various motivational factors listed. However, when put in ranking order, the top 4 motivating influences for choosing pharmacy were consistent across all survey groups. The factor with the least influence on study participants was also consistent amongst all groups. Implications: People that are choosing pharmacy as a profession today differ demographically from experienced pharmacists; however the influences on selecting pharmacy as a profession are similar.

Class of 2005 Abstract / Objectives: To assess students’ confidence levels about smoking cessation implementation from different types of training experience and assess what factors contribute the strongest towards successful interventions for students in the practice setting. Methods: The project design involved the administration of a questionnaire for students distributed by the investigator to 1st, 2nd, and 3rd year University of AZ College of pharmacy students. Section I provided a grid which asked the student to fill in how many hours of each tobacco cessation training areas they had completed. Section II was focused on how the student addressed these issues in their work setting, and used confidence intervals to identify how confident they were in addressing these issues with patients. Section III focused on work history and addressed issues such as work hours, exposure to patients, counseling opportunities, etc., to get a feel for how active the students were in counseling at their worksite. Section IV of the questionnaire addressed the student’s demographic characteristics, such as race/ethnicity, marital status, and age. Question 18 at the end of Section IV provided the student space for constructive comments about the survey. Results: Scores were derived from the surveys and confidence intervals were compared to total training time using a Pearson r. The third year students were significantly more confident (p < 0.035) for all aspects of counseling, asking, advising, assessing readiness, arranging, and monitoring. Third year students were also more confident than second year students in all aspects of counseling except asking. The differences between the first and second years were not significant for any of the aspects of counseling (p > 0.05). Third year students also had significantly more experience (2.9 years) than first (1.1 years) or second (1.8 years) year students (p = 0.001). Correlations were drawn to compare confidence and: total training hours, work experience, times counseled; to correlate training time and times counseled, and to compare work experience to actual times counseled. The highest correlation drawn to actual times counseled was shown to be total training time, suggesting this is the most important predictor of patient counseling for pharmacy students. ANOVA tests were used to assess any differences in demographics between year of student categories. Implications: Students effectively counseling patients on smoking cessation is most closely related with formal training they complete, rather than how confident they feel or how knowledgeable they are about the effects of smoking.

Class of 2004 Abstract / 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 the following HIPAA categories: general principles of HIPAA; minimum necessary standards for use of protected health information (PHI); permitted uses and disclosures of PHI for treatment, payment, and health care operations; personal representatives and PHI; PHI for marketing; and public 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 Kruskal-Wallis 1-way ANOVA by ranks. Pearson correlation coefficients were calculated for scores versus months of work experience. Spearman rank correlations were used to compare knowledge scores with the following: (1) work experience and HIPAA training, (2) work experience and no HIPAA training, (3) no work experience and HIPAA training, or (4) no work experience and no HIPAA training. ANOVA and Tukey’s tests were used to assess any differences between the HIPAA categories. Implications: Students training at experiential sites must be familiar with the HIPAA requirements. This assessment provided important curricular feedback to the College.