Having the ability to predict enrollment is an important task for any school's recruiting team. The purpose of this study was to identify significant factors that can be used to predict the spatial distribution of enrollments. As a case study, we used East Tennessee State University (ETSU) pharmacy school, a regional pharmacy school located in the Appalachian Mountains. Through the application of a negative binomial regression model, we found that the most important indicators of enrollment volume for the ETSU pharmacy school were Euclidean distance, probability (based on competing pharmacy schools' prestige, driving distance between schools and home and tuition costs), and the natural barrier of the Appalachian Mountains. Using these factors, together with other control variables, we successfully predicted the spatial distribution of enrollments for ETSU pharmacy school. Interestingly, gender also surfaced as a variable for predicting the pharmacy school's enrollment. We found female students are more sensitive to the geographic proximity of home to school.

Introduction: Community-based postgraduate programs, including residencies and fellowships, have grown at a slower rate than other postgraduate programs in pharmacy. Faculty influence is cited as a significant reason why students choose to pursue postgraduate training (PGT) and thought to be a reason why students may or may not pursue community pharmacy PGT. Greater faculty encouragement of community PGT may help advance community pharmacy forward. Objective: To determine the knowledge, attitudes, and practices that pharmacy faculty have regarding community-based pharmacy postgraduate training, including community-based pharmacy residencies (CBPRs), community pharmacy fellowships (CPFs), and independent pharmacy ownership residencies (IPORs). Methods: A web-based survey was distributed to faculty members at 50 pharmacy schools, those with the 25 highest and 25 lowest 2019 residency match rates. The data collection tool was a “Knowledge, Attitudes, and Practices” (KAP) survey administered through Qualtrics and distributed by email. Descriptive statistics were used to identify gaps in faculty knowledge of PGT and trends in their attitudes and current practices. χ2 tests were used to determine differences between the two cohorts. Results: There were no significant differences between the responses of high and low residency match performers. Overall, faculty are aware of CBPRs (95%), somewhat aware of CPFs (59%), and less aware of IPORs (38%). Among those aware, the majority were unable to accurately identify the program standards of residency or fellowship. Faculty members encourage and help students pursue PGT to various levels and most seek information about PGT from national organizations and colleagues. Conclusion: This study highlights that faculty are aware of PGT opportunities in community pharmacy; however, gaps were identified in knowledge about activities and the value of community PGT. This demonstrates the need to engage faculty about the changing practice landscape of community pharmacy, the impact of faculty mentoring on students pursuing community PGT, and the importance of community PGT to advance the profession.

Introduction: The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit was created by the 2008 ACCP Educational Affairs Committee to provide guidance to schools and colleges of pharmacy for didactic pharmacotherapy curricular development. The toolkit was revised and updated by the 2016 ACCP Educational Affairs Committee. Objectives: In accordance with the ACCP Board of Regents decision to update the toolkit every 3 years, the 2019 ACCP Publications Committee was charged with updating the 2016 toolkit to guide adequate disease state inclusion and depth of pharmacotherapy coverage in pharmacy curricula. Methods: The committee retained the competency-based tier definitions and organization of the 2016 toolkit. Multiple literature resources were reviewed to assess medical conditions responsive to drug therapy for inclusion in the 2019 toolkit. The committee also reviewed the tier designation for all toolkit entries for appropriateness, given recent advances in medical care and evolving patient care responsibilities of clinical pharmacists. Updates to the toolkit were made by consensus with electronic voting when required. Results: The 2019 toolkit contains 302 topics, including 94 (31%) tier 1, 133 (44%) tier 2, and 75 (25%) tier 3 entries. There are 26 additional topics in the updated toolkit, including 12 new tier 1 topics that are generally treated with nonprescription medications. Eleven new topics were added to tier 2, and 20 topics were added to tier 3 (including 11 topics in the Oncologic Disorders section). The tier classification of some conditions was changed to reflect current pharmacy practice expectations. Conclusion: As with the 2016 toolkit, the large number of tier 1 topics will require schools and colleges to employ creative teaching strategies to achieve practice competence in all graduates. The large number of tier 2 topics highlights the importance of postgraduate training and experience for pharmacy graduates desiring to provide direct patient care.

Yes / A new programme incorporating online study days delivered using team-based learning (TBL) for hospital-based trainee pharmacists (TPs) in the North of England was created. To our knowledge, TBL has not previously been used in educational programmes for TPs designed to supplement their workplace learning. The project aimed to investigate the experiences of TPs learning using online TBL by exploring their perceptions on their engagement, learning, and satisfaction with TBL. Data were collected using online anonymous surveys at the end of four online TBL study days. A bespoke survey consisted of 5-point or 4-point Likert scale and two free text questions. TBL Student Assessment Instrument (SAI), a validated survey, was used to assess TPs' acceptance of TBL. Survey data was summarized descriptively, and free text comments analysed using thematic analysis. TPs developed accountability to their team, remained engaged with TBL delivery online and stated a preference for and satisfaction with this method. TPs valued opportunities to apply their knowledge in challenging scenarios and learn from discussions with their peers, the larger group, and facilitators. TBL was also perceived to be an engaging approach to learning and helped to maintain their interest with the teaching material. However, TPs struggled to engage with pre-work outside of the class due to competing work priorities. This study shows that online TBL was well accepted by TPs and can be successfully used to deliver education to large cohorts of learners. The model developed shows potential for scalability to larger numbers of learners. / The teaching programme was funded by National Health Service England Workforce, Training, Education (NHSE WTE) (previously known as Health Education England).

Yes / Team-based Learning (TBL) is a new teaching strategy that may take small group learning to a new level of effectiveness. TBL shifts the focus from content delivery by teachers to the application of course content by student teams. Teams work on authentic problems, make collaborative decisions, and develop problem-solving skills required in their future workplace. Prior to redesigning the MPharm programme according to TBL principles, several pilots were set up to research how students responded to this new way of teaching. One pilot focussed on the introduction of TBL as a phenomena and aimed to find out if and how TBL engaged students, how students were held accountable by their teams, and more importantly how that affected their lifeworld. Ashworth’s lifeworld contingencies provided the theoretical framework as it ranges from students’ selfhood, embodiment and social interactions to their ability to carry out tasks they are committed to and regard as essential (Ashworth, 2003).

Objectives: To characterize the preferred learning styles of pharmacy students at two colleges of pharmacy in the southeastern United States. Method: The Pharmacists’ Inventory of Learning Styles (PILS) was developed and validated as an instrument specific to pharmacists. We administered the PILS via email using Survey Monkey. Pharmacy students at the Medical University of South Carolina (MUSC) or South Carolina College of Pharmacy (SCCP-MUSC campus) were surveyed in 2007. Pharmacy students at the Gatton College of Pharmacy (GCOP) at East Tennessee State University (ETSU) were surveyed in 2010. An email was sent to each student on a Monday in the fall semester, followed by reminder emails each of the following three weeks. Students were not allowed to take the survey twice and participation was voluntary. Results: Response rates from MUSC and ETSU students were 48% and 71%, respectively. Pharmacy students at both MUSC and ETSU displayed similar preferred learning styles. The most common learning style at each institution was the Producer (61%), while the second most common learning style at each institution was the Director (30.5%), as defined by Austin. Implications: These results are the first to characterize the preferred learning styles of pharmacy students using the PILS. The almost identical results between both schools support the idea that the majority of pharmacy student in the southeastern United States prefer structured learning environments, which is true of both Producers and Directors. Future research assessing the relationship between preferred learning style and educational outcomes in different learning environments is warranted.

Thesis (Ph.D.)--University of Florida, 2004. / Typescript. Title from title page of source document. Document formatted into pages; contains 173 pages. Includes Vita. Includes bibliographical references.

Magister Pharmaceuticae - MPharm / In recent years the focus of pharmacy practice has changed from being primarily 'drug-centred to' one which is 'patient-centred' (El-Awady et al., 2006, p. l ). Developments in pharmacy curricula worldwide are reflecting this change. Pharmacy courses no longer concentrate primarily on theoretical content, but increasingly on the ability of students to apply their theoretical knowledge in practice. The South African Pharmacy Council (SAPC) requires that pharmacy education and training in South Africa equips pharmacists for the roles they will take on in practice. In order to accomplish this, the SAPC has prescribed competency unit standards for entry level pharmacists which may serve as a guide for pharmacy educators. A significant challenge in pharmacy education is the application of theory in practice settings (Bucciarelli et al., 2007), which possibly affects the ability of entry-level pharmacists to meet the SAPC unit standard competencies. The dire shortage of pharmacists in public sector health settings further emphasizes the need for a level of competency of entry level pharmacists so that they may enter the workplace ready to serve the medicine related needs of society. Service-learning is defined as experiential learning in which students engage in structured activities that address community needs and promote learning. The purpose of this study was to design, implement and evaluate a Service-learning in Pharmacy (SLIP) intervention which is intended to serve as a generic model which can be used in tertiary hospital pharmacies. The SLIP intervention aimed to promote student learning by providing opportunities for students to engage in structured activities, while simultaneously alleviating pharmacy workload.

Background: The use of telepharmacy has increased worldwide during the last decades, and facilitated by the COVID-19 pandemic, it will likely accelerate further. Sweden has several pre-conditions needed for telepharmacy, yet, telepharmacy development is slow. Aim: The present study's objective was to examine Swedish pharmacy students' views and opinions on telepharmacy in Sweden today and their education. A particular interest in communication education and whether it has prepared the students for patient communication at a distance. Additionally, the study explores e-pharmacy professionals views on the needed skills and experiences when working in the Swedish telepharmacy field. Methods: Two focus groups of fourth-year pharmacy students were performed in April 2021 via the web-based videoconference program Zoom. An open-ended questionnaire was sent via e-mail to practising e-pharmacy professionals. Five students and three e-pharmacy professionals participated in the study. Thematic inductive analysis was used to analyse the collected data. Results: The study's result implicates that the Swedish pharmacy education curriculum does not include telepharmacy. The students desire further education regarding communication at a distance but believe that part of the current education could be applied in an e-pharmacy setting.  The students' skepticism to e-pharmacies ability to perform safe and satisfactory pharmaceutical services is largely based on preconceptions and assumptions, partly confirmed by e-pharmacy professionals.  Conclusions: To not inhibit future developments in the pharmacy market, future pharmacists must be educated on telepharmacy methods. This study's insights may be useful for future educational initiatives and developments of the pharmacy education curriculum.

Interprofessional student service-learning experiences are integrated into the preventive care of older adult residents of public housing in Appalachia. Receiving a Health Resources and Services Administration grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences for students by partnering with the College of Pharmacy, the College of Clinical and Rehabilitative Health Sciences, and the local public housing authority. Select faculty from each college met and developed a plan to form student teams from all three colleges to conduct in-home comprehensive medical and nutrition assessments and medication chart reviews of high-risk older adults. Following the in-home visit, students and faculty discuss the assessment findings at planned interprofessional meetings. Students present their findings from each discipline's perspective and collaboratively set health priorities and develop intervention strategies and an inclusive follow-up plan. Excerpts from students' reflective narratives discussing the impact of the interprofessional service-learning experiences are shared.