111th Annual Meeting of the American Association of Colleges of Pharmacy, Seattle, Washington, July 10–14, 2010

Abstract

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Lyman Award Theme Issues Special Collections AuthorsAuthor Instructions Submission Process Submit a Manuscript Call for Papers - Intersectionality of Pharmacists’ Professional and Personal Identity ReviewersReviewer Instructions Call for Mentees Reviewer Recognition Frequently Asked Questions (FAQ) AboutAbout AJPE Editorial Team Editorial Board History MoreMeet the Editors Webinars Contact AJPE Follow AJPE on Twitter LinkedIn Meeting ReportMeeting Abstracts 111th Annual Meeting of the American Association of Colleges of Pharmacy, Seattle, Washington, July 10–14, 2010 American Journal of Pharmaceutical Education June 2010, 74 (5) 96; DOI: https://doi.org/10.5688/aj740596 ArticleInfo & Metrics PDF BIOLOGICAL SCIENCESCompleted ResearchAdmissions Criteria and Predictors of Success in an Accelerated Pharm.D. Program with a Block Curriculum. Rajan Radhakrishnan, University of Southern Nevada, Katherine Smith, University of Southern Nevada, Elizabeth J. Unni, University of Southern Nevada, Jin Zhang, University of Southern Nevada, Christine Bridgen, University of Southern Nevada, Thomas G. Metzger, University of Southern Nevada, Michael H. DeYoung, University of Southern Nevada. Objective: Several studies have found science GPA and PCAT scores to correlate with academic performance in a doctor of pharmacy program. It is unclear whether these factors still correlate when applied to a 3-year program or when students focus on one topic at a time. The purpose of this study was to determine whether admission criteria used at most colleges of pharmacy correlate with academic performance in an accelerated entry-level college of pharmacy that utilizes a block curricular design. Methods: A retrospective regression analysis was performed using admissions and demographic data (GPA, type of institution, student age, type of pre-pharmacy degrees obtained, and number of recent credit hours), and student assessment scores for students enrolled between Fall 2005 and June 2009. Results: Science prerequisite GPA had a positive significant correlation and age had a negative significant correlation with assessment scores for first- and second-year students. The type of pre-pharmacy degree obtained (basic science or medical vs. other types) correlated with academic performance in the first year only. Assessment scores for third-year students correlated only with second-year assessment scores. Implications: Neither type of institution (4-year college or university vs. community college) nor the number of credit hours earned in the preceding 4 years correlated with academic performance while age and pre-requisite science GPA did. With the exception of the negative correlation between age and academic performance in the first two years, the results were consistent with previous research on predictors of academic performance in non-accelerated programs with traditional curricular design.Applied Biomedical Sciences Workshop (PHRD 307): Replacing Anatomy and Physiology in the Professional Curriculum. James M. Culhane, College of Notre Dame of Maryland, Marina Benova, College of Notre Dame of Maryland. Objectives: The purpose of this study was to determine the effectiveness of a newly designed, 3 credit hour; case based learning course (PHRD 307) to improve the overall knowledge of P-1 students who completed 8 credit hours of required pre-pharmacy work in anatomy and physiology. Method: The Applied Biomedical Sciences Workshop is designed to teach students to self-assess, remediate and ultimately apply their knowledge of anatomy and physiology in preparation for advanced pharmacotherapy course work. The course is subdivided into 8 organ system based blocks. In each block students are required to take an initial formative assessment, complete related out of class self-directed learning assignments based on their formative assessment performance, and eventually apply their knowledge in small group, workshop based clinical case scenarios. Pre- and post course anatomy and physiology knowledge was assessed using a nationally available, standardized, comprehensive anatomy and physiology exam developed by the Human Anatomy and Physiology Society (HAPS). Results: The pre-course class mean on this exam was a 45.61 ± 9.08 %. The post course class mean was 61.54 ± 8.92%. Comparison of pre- and post-test scores show a statistically significant increase in performance after completion of PHRD 307 (p<0.0001). Post test score averages (61.5%) were higher than those reported nationally (52% and 54% for students at 2 and 4 year institutions respectively) by HAPs. Implications: PHRD 307 is an effective course at improving student's factual knowledge of anatomy and physiology and could serve as a model for programs considering removing anatomy and physiology from the professional curriculum.Assessing Strategies to Encourage Student Completion of Course and Instructor Evaluations. R. Francis Schlemmer, University of Illinois at Chicago, Leslie A. Briars, University of Illinois at Chicago, Robert J. DiDomenico, University of Illinois at Chicago, Susan L. Peverly, University of Illinois at Chicago, Suzanne M. Rabi, University of Illinois at Chicago. Objectives: Student evaluations of courses and instructors are essential components of assessment. Our college was experiencing low rates of student end-of-course evaluations usually ranging from 20–30%. During the 2008–2009 academic year, the Curriculum Committee assessed three incentives to enhance student evaluation completion: 1) a shortened evaluation form with fewer questions, 2) offering class time to complete the evaluations, or 3) permitting students who completed all evaluations to drop their lowest quiz score. Method: Each incentive strategy was tested in one course per semester for each of the second (P2) and third year (P3) core professional courses. All remaining core courses retained the standard method of evaluation for comparison. Class sizes were 160–164 students. Students completed all evaluations at a secure online site. Students were made aware of the online evaluation format at the beginning of each course. Evaluations were completed by the last day of classes. Results: The overall mean response rate for all evaluations was significantly higher when dropping the lowest quiz (94.3%) or allowing class time (92.2%) compared to using the shortened form (78.9%) or making no modification (81.2%). These results were consistent for both semesters for both P2 and P3 classes. Interestingly, response rates for all core courses were consistently higher than seen in most courses in previous years. Implications: The results of this study suggest that allowing students to drop the lowest quiz score or permitting class time were greater incentives to complete course and instructor evaluations than using abbreviated evaluation forms or using the standard evaluation format.Biochemistry and Pathophysiology Instruction in US Schools of Pharmacy: Characteristics and Perceptions of Student Preparedness. Danielle L. Cruthirds, Samford University, Teresa W. Wilborn, Samford University, Erika M. Cretton-Scott, Samford University, Mary R. Monk-Tutor, Samford University. Objectives: To describe biochemistry and physiology/pathophysiology instruction in both the pre-pharmacy and Doctor of Pharmacy curricula, including faculty and course characteristics and faculty members' perceived preparedness of incoming pharmacy students in these content areas. Method: A 20-item online questionnaire was developed and sent to the dean at 95 colleges and schools of pharmacy in the United States (42.1% response). Deans were directed to forward the survey to only one faculty member who could best answer the survey questions. Data were analyzed via Survey Monkey® and Excel® using descriptive statistics. Results: In the professional curriculum, pathophysiology was more likely to be integrated with other course content than was biochemistry (40.0% vs. 12.9% of schools, respectively). The primary andragogy used to deliver both content areas was lecture (84.1% of schools for biochemistry; 74.3% for pathophysiology). Pathophysiology tended to be taught by a larger number of faculty than biochemistry (mean = 4.0 vs. 2.8) and to involve more faculty with a PharmD degree (41% vs. 4%). Almost half of respondent schools felt that incoming pharmacy students did not have an adequate foundation in either biochemistry (51.3%) or physiology (45.9%) to be successful in their program, including some schools where these courses were prerequisites for admission. Implications: Clearer ACPE guidelines regarding the placement and extent of biochemistry and physiology content in the pre-professional curriculum are needed in order to help ensure that pharmacy students have an adequate basic science foundation to succeed in the professional curriculum.Deaf Strong Hospital: A Role-Reversal Exercise Emphasizing Cultural Competency and Awareness. Jennifer Mathews, St. John Fisher College, Amy L. Parkhill, St. John Fisher College. Objectives: Deaf Strong Hospital (DSH) is a role-reversal exercise. Students are “patients” in a simulated health-care setting in which the “health care professionals” are volunteers from the local Deaf community. DSH aims to teach students about techniques for overcoming communication barriers as well as some of the specific challenges in communicating with deaf patients. Method: The program was conducted with first year pharmacy students. Students were instructed not to speak and volunteers were instructed to communicate with students in ASL. A typical scenario leads students through a series of stations. The student waits in the reception area until her name is fingerspelled, explains symptoms to a “physician” who provides diagnosis, and visits a “pharmacist” who dispenses medication along with information on drug effects. Four scenarios were utilized. All students were directed through the doctor's office, waiting area, emergency room, a specialist, and the pharmacy. Results: When asked to respond to the statements “My Deaf Strong Hospital experience is likely to positively impact my attitudes and behavior in future interactions with patients who do not speak English” and “I learned valuable information through my participation in Deaf Strong Hospital”, 97% responded agree or strongly agree. When asked to describe the experience 77% responded “educational and interesting”, and 65% admitted frustration. Implications: Participating as patients in a medical setting that doesn't accommodate them is eye opening for students. Patients who are deaf and hard-of-hearing often struggle in the health care setting. Reversing the roles allows students to experience the frustrations that many patients face.Integration of Social Networking into Both in- and out-side of the Classroom. Marcos Oliveira, University of the Incarnate Word, David F. Maize, University of the Incarnate Word. Objectives: For the most part today, most non-didactic communication inside and outside the classroom uses email or posts on systems like Blackboard. Although these can be considered contemporary means of communicating with students in comparison with paper and notes posted on bulletin boards, it does not capture the modes of communication used by today's youth. It is important that instructors strive to communicate with students using generation-relevant means. To assess the impact of social networks as a means of communication inside and outside the classroom, we used Twitter in a biochemistry course and evaluated student perceptions. Method: P1 students (n=101) enrolled in biochemistry completed a 10 question online survey. Results: Most students (81.2%) have used social networking sites like Facebook; however, 80.2% of students had never used Twitter prior to this course. When compared to other communication forms, email edged out the Twitter (38.6% vs. 33.7%, respectively) as the preferred method. Office visits with the instructor was preferred by 27.7% and phone communication was 0%. Daily, almost two-thirds (60.6%) read the instructor's tweets and about half (54%) read their fellow students' tweets. About 10% never read tweets. Sixty-nine percent of students would like to have Twitter used in other courses. Implications: Students seem to like the instantaneous communication offered by Twitter but, because of their possible unfamiliarity with it, email was their preferred communication method. Many would like to try it again, and with increased practice, it may surpass email as the preferred communication method with the instructor.Learning Bridge: A Learning Tool that Positively Affects Student Learning, Preceptor Training, and Faculty Teamwork. Reza Karimi, Pacific University Oregon, Pauline A. Cawley, Pacific University Oregon, Cassandra S. Arendt, Pacific University Oregon. Objectives: A Learning Bridge (LB) tool was implemented to purposefully integrate first professional (P1) year didactic and introductory pharmacy practice experiences (IPPE) curricula and to improve the educational experience for all involved: students, preceptors, and faculty. Method: Faculty generated thirteen LB assignments which were designed based on biomedical, pharmaceutical, and administrative sciences during the P1 year. These assignments were related to the didactic materials covered concurrently and designed to be completed at a pharmacy site. A series of desired behavioral outcomes related to knowledge, skills, attitudes, and values was established in order to assist us in implementing the LB process. Following the last LB assignment, anonymous surveys were conducted to collect students', preceptors', and faculty's feedback to measure the effectiveness of the LB process. Results: Our qualitative and quantitative results indicated that the LB assignments promoted student active learning, critical-thinking skills, self-directed learning skills and students became more confident during their learning conversations with their preceptors. In addition, the LB assignments familiarized preceptors with our P1 curriculum and invigorated preceptors' knowledge of P1 curricular topics. Furthermore, faculty believed the dynamic of their teamwork was increased by generating LB assignments. Implications: Students, preceptors, and faculty found the LB process to be an integrative and effective student learning tool. Our data indicated that the LB process improved preceptors' ability to precept our students as a direct result of their increased knowledge of the curriculum. The overall results were sufficiently encouraging to incorporate the LB process into our P1 and P2 curricula.Most Hepatorenal Toxins Consistently Produce Caspase-activated DNAse (CAD)-dependent DNA Ladders and Induce Apoptosis in Vivo. Sidhartha D. Ray, Long Island University. Objectives: While the apoptogenic/necrogenic potentials of hepatorenal toxins are still being examined, relative contribution of various forms of cell death during drug- and chemical-induced organ toxicity continues to be the focus of many debates. Apoptosis plays a critical role in various organ injuries since inhibiting apoptosis also prevents the development of acute liver failure. Adequate importance may not always be placed on pre-oncotic events, particularly when cells appear committed to apoptosis. Method: Since CAD-independent DNA laddering has not been convincingly linked to necrosis in vivo, we hypothesize that genomic DNA laddering, remains a viable indicator of pre-oncotic apoptosis. To test this hypothesis, toxic doses (mg/kg) of AAP 500, doxorubicin (DOX) 120, and furosemide (FUR) 500 were administered to 3 mo old male ICR mice and sacrificed 24–48 hours later. Blood and target organs were collected for serum chemistry and genomic analysis. Results: Serum chemistry revealed massive increases in BUN (4–8 fold) and ALT activity (U/L: control 25+2; for AAP: 19,200+895, DOX: 20,500+651, and FUR: 19,600+767) coupled with genomic fragmentation (AAP: 367%; DOX: 319% and FUR: 419%). Although cell death induced by these toxicants predominantly reflected late morphology of oncosis, DNA elctrophoresis disclosed successful dissociation of CAD-ICAD complex and massive nucleosomal laddering consistent with prevalence of apoptotic death. Implications: These findings suggest that a preponderance of oncotic over apoptotic features should not lead to the conclusion that necrosis was the predominant mode leading to oncotic cell death. Unless sophisticated methods are developed to separate necrotic, pre-apoptotic and apoptotic cells, precautions must be taken not to overshadow interpretations with bias.Novel Interactions of β- Lactam Antibiotics with Renal Organic Anion Transporter 3 (Oat3). Michael R. Gionfriddo, Wilkes University, Adam VanWert, Wilkes University. Objectives: β-lactams are mainstays in the treatment of infections, and organic anion transporter 3 (Oat3) is a pivotal renal basolateral transporter involved in the elimination of diverse anionic drugs. Our lab recently confirmed the importance of Oat3 in penicillin G elimination; however, the majority of β-lactams have not been assessed for their interaction with Oat3. Thus, this investigation was designed to determine the interaction of penicillin-like antibiotics with Oat3. Method: Oat3-antibiotic interactions were evaluated via inhibition assays with the substrate fluorescein and increasing concentrations of 13 different β-lactams. The in vitro system was Chinese hamster ovary cells expressing mouse Oat3. Empty-vector transfected cells were used to assess non-specific accumulation. Results: Fluorescein transport was saturable on Oat3 (Km of 27.8 ±6 μM). Fluorescein (10 μM) uptake into Oat3 cells was 33 times that in control cells, indicating adequate transport. Antibiotics demonstrated variable inhibition potencies. Related congeners shared very similar potencies. For example, aminopenicillins showed no inhibition, whereas oxacillins inhibited the majority of transport (P < 0.05). The prototypical β-lactam, penicillin G, exhibited an intermediate potency, along with 7 other antibiotics. Implications: Many novel interactions of β-lactams with Oat3 were identified, suggesting that numerous members interact with Oat3 drug substrates. Moreover, antibiotic structural properties correlated with transporter affinity. Accordingly, a future goal will be to develop a model for predicting the affinity of novel antibiotics for Oat3. Oat3 is markedly expressed in the brain and kidney, suggesting that such predictive tools will facilitate predictions of brain residence time and renal exposure.Promoting Diversity in Pharmacy Though Participation in a College Preparatory Program for Native American Students. Teresa M. Seefeldt, South Dakota State University, MaryJo Lee, South Dakota State University. Objectives: Increasing diversity is a major need for the health care professions. An Institute of Medicine report emphasized the need for diversity enhancement in the health professions to facilitate access to care among minority patients. Pharmacy has also recognized the need to enhance diversity, and aspects of diversity are now included in the pharmacy education accreditation standards. The intent of this project is to describe a college preparatory program for Native American students involving workshops describing careers in pharmacy. Method: The Success Academy program was started at South Dakota State University in 2000 through collaboration with an area Native American high school. The pharmacy workshops are conducted with freshman students who come to the university's campus to learn about various career options. The pharmacy workshop features a video about the profession, a discussion about pharmacy education and the admissions process, and hands-on activities including filling a prescription. Professional program students are involved in the workshops to facilitate the connections between the high school students and student pharmacists. Results: Between 80 and 100 students participate in the pharmacy workshop over five sessions conducted during the spring semester. Surveys of participating students indicate that the students enjoy the workshop. Overall the Success Academy program has been successful in helping Native American students pursue higher education. Implications: In order to improve diversity in pharmacy, efforts must be made to promote the profession to diverse populations. The Success Academy program can serve as a model for other schools of pharmacy in developing workshops for minority high school students.Race to Glucose: A Board Game to Assist Pharmacy Student Learning of Metabolic Pathways. Tyler M. Rose, University of Southern Nevada. Objectives: Pharmacy students were assessed in the following areas after the incorporation of a board game into the first year curriculum: 1. Enjoyment of learning. 2. Understanding of how metabolic pathways are (a) regulated, (b) integrated in living tissues, and (c) affected by selected externally-imposed conditions. 3. Familiarity with (a) intermediates, (b) high-energy molecules, and (c) reactions associated with the major metabolic pathways. 4. Assessment performance, versus material learned without the game. Method: P1 pharmacy students were exposed to a board game developed around the gluconeogenesis pathway. Students raced pawns against each other to the end of the pathway by rolling a die and by drawing cards requiring them to answer questions or respond to changes in biological conditions. Students were encouraged to play the game multiple times in teams prior to an assessment. Achievement of the objectives was evaluated by surveying student perceptions of the game as a learning tool and by pre- and post-testing. Results: Of 46 (50%) survey respondents, the majority agreed that the game was helpful in achieving objectives 1, 2a, 2b, and 3a, but not objective 3b. There was a significant increase in post-test performance on questions related to metabolic pathways (p = 0.001), and a non-significant trend toward greater improvement in game-related versus game-unrelated questions (p = 0.081). Implications: P1 pharmacy students consider Race to Glucose to be fun and a helpful tool for learning the intermediates, regulation, and integration of metabolic pathways. In addition, it may enhance student assessment performance in these areas.Research Funding Expectations as a Function of Faculty Teaching/Administrative Workload. Christopher K. Surratt, Duquesne University, Khalid Kamal, Duquesne University, Peter L. Wildfong, Duquesne University. Objectives: Persistent faculty shortages at U.S. pharmacy schools make recruitment and retention a perennial challenge. Literature suggests that a key retention issue concerns whether a faculty member's scholarship is compromised due to heavy teaching and/or service workloads. This study assessed U.S. pharmacy faculty perceptions of appropriate expectations of research grant support given their teaching/administrative commitments. Method: Data and opinions were collected using a multiple-choice, cross-sectional survey instrument, e-mailed to 1,047 pharmacy faculty members. ACPE-accredited schools were surveyed by quasi-random sampling of an equal number of assistant, associate and full professors. The survey gathered information reflective of teaching contact hours, administrative/service workload, major research funding sources, start-up package dollar amounts, and post-tenure changes in teaching/research hours. Statistical analyses used SPSS®, Version 17.0. Results: 62% of respondents felt that the expected amount of teaching was too much to enable competitive research, while teaching commitments were more likely to increase than decrease after achieving tenure. Full professors differed from associate and assistant professors regarding the funding level perceived acceptable for tenure. New faculty reported start-up funding well below their non-pharmacy school counterparts. Over 25% of social/administrative science faculty indicated having more time for research post-tenure, compared to 10% of the basic/clinical science faculty. Implications: This information is anticipated to help pharmacy faculty members gauge their workload and productivity relative to a national peer group. The findings may also assist pharmacy schools in clarifying reasonable teaching and funding expectations for pre- and post-tenure faculty, which may help attract more pharmaceutical scientists to academic pharmacy positions.Teaching Pharmacy Students How to Work Within Inter-Professional Teams. Amber V. Buhler, Pacific University Oregon, Katie Farrell, Pacific University Oregon, David Fuentes, Pacific University Oregon, BJ Scott, Pacific University Oregon, Kelli Shaffer, Pacific University Oregon, Mary Von, Pacific University Oregon. Objectives: Health professions programs are increasing efforts to teach skills necessary to engage in inter-professional practice. As a part of our Inter-professional Case Conferences, we describe a progressive case study exercise designed to give pharmacy and other health professions students practice in inter-professional communication and teamwork. The objectives were for students to become more aware of 1) the role of the other health professions, 2) discipline-specific goals and terminology, and 3) the value and benefits of inter-professional treatment. Method: The progressive case study exercise, developed and facilitated by an inter-professional team of faculty, was attended by students and faculty from our Schools of Dental Health Science, Masters of Health Administration, Occupational Therapy, Pharmacy, Physician Assistant, Physical Therapy, and Professional Psychology. The case follows a patient with Alzheimer's as she progresses through five health care appointments with a professional from each discipline. At each appointment students are presented with health data gathered by each practitioner. Students engage in peer-teaching regarding discipline-specific interpretation of the information. Results: Students (n=25) indicated they learned: how other disciplines approach an Alzheimer's patient (strongly agree and agree = 88%); that contributions from different healthcare providers yielded effective approaches to managing patient treatment (SA/A = 88%); and, procedures regarding patient referral to other providers (SA/A = 76%). Implications: We present a model case study that could be used by other schools for similar inter-professional training exercises. This study suggests our approach can increase student appreciation for inter-professional exchange and possibly promote future collaboration among our graduates.Work in ProgressAlpha-eleostearic Acid Inhibits the Growth of Human Prostate Carcinoma PC-3 Cells. Seher A. Khan, Lake Erie College of Osteopathic Medicine, Katie Krise, Lake Erie College of Osteopathic Medicine. Objectives: Prostate cancer is a leading cause of cancer-related deaths in men. In this study, we are interested to determine whether alpha-eleostearic acid, a plant derived conjugated linolenic acid, inhibits growth of prostate carcinoma PC-3 cells. Method: PC-3 cells were maintained in F-12K medium supplemented with 10% fetal bovine serum, 0.2 mg/ml streptomycin and 200 U/ml penicillin at 37°C and 5% CO2. Upon confluence, cells were plated at a density of 1.6 × 105 cells/well in 6-well plates. Following day, cells were treated (n=3) with either DMSO (0.1%) or alpha-eleostearic acid (200 μM), followed by incubation for another 24 hours. Cell viability was assessed by trypan blue dye exclusion method. Results: According to our preliminary data, alpha-eleostearic acid can markedly decrease the viability of prostate cancer cells. Results of additional studies will be presented in July. Student's t-test will be used to compare control versus treated group. Implications: Simple cell culture techniques may be utilized to engage pharmacy students in laboratory research.Bio-Evaluation of Chlorogenic Acids in Natural Products. Roseane M. Santos, South University, Michael Grenon, South University, Olivia Santoso, South University, Peter Adair, South University, Marion Smith, South University, Darcy R. Lima, Instituto de Neurologia Deolindo Couto, Universidade Federal do Rio de Janeiro. Objectives: Green coffee beans contain the largest quantities of chlorogenic acids (CGA) found in plants. Properly roasted coffee has antioxidant poliphenolic CGAs that have been associated with the prevention of major diseases. Objectives: Identification and quantitation of CGAs in brewed roasted coffee and in human plasma. Method: A reverse phase high performance liquid chromatography method has been developed to isolate and quantify the three main CGAs [5-, 4- and 3-caffeoylquinic acids] and lactones, based on ultraviolet absorption and simultaneous detection using a gradient solvent system. Results: 5-caffeoylquinic acid is the most abundant CGA and is present in the roasted coffee at a concentration ranging from 0.5 to 7.0 %. This corresponds to 70–350 mg of CGA per 200 m