Bachelor Of Science In Pharmacy Research Articles

Tribute: Gerald Burton Green

Gerald Burton Green was born in London on 16 January 1935. He moved with his parents and younger sister Valerie to Sale, Cheshire, as a small child. After attending Manchester Grammar School, he received his Bachelor of Science in Pharmacy from the Victoria University of Manchester. He then performed his national service in the Royal […]

Impact of Live Training on Medication Errors in a Community-Based Pharmacy Setting.

To compare community-based pharmacy medication errors before and after a one-hour live interactive training session for both pharmacists and technicians. A one group pre-post intervention design study was conducted in 20 community-based pharmacies in a district of a large national community pharmacy chain. A one-hour live, interactive session was developed based on incident reports and medication error trends including medication error definition, ways in which medication errors occur, strategies for mitigating errors, information about human error, and methods and habits to improve patient safety. At least 50% of full-time staff for each of the 20 pharmacies were required to attend a training session between December 1, 2017-January 15, 2018. Participants completed a demographics survey documenting gender, age, credentials, number of years of experience, and years of service with the company. Pharmacies were categorized as low, medium or high volume based on prescription count. Medication errors were compared six months pre- and post-live education session. Data were analyzed using SAS version 9.4. One hundred and thirty- five errors and 111 errors were reported pre-and post-live training (mean 6.85 and 5.55, p < 0.301), respectively. Nine pharmacies were low, eight medium, and three high volume with the mean number of medication errors reported pre- and post-live training; low 4.33 vs 4.11 p<0.478, medium 9.37 vs 6.87 p<0.443, and high 7.66 vs 6.33 p<0.593, respectively. Sixty pharmacy staff (34 pharmacists, 26 technicians) attended one of the live training sessions; 73% female; most frequently reported age range 35-50 years; 23 Doctor of Pharmacy, 11 Bachelor of Science in Pharmacy, and 26 Certified Technician; and average number of years' experience was 13.6 and average service with the company was 8.6 years. A live training session for both pharmacists and technicians did not significantly decrease medication errors, but could be incorporated as an element of a medication safety program. It should be considered for implementation in other districts of this large national pharmacy chain as a part of an improved patient safety effort.

Evaluating prescribing competencies covered in a Canadian-accredited undergraduate pharmacy program in Qatar: a curriculum mapping process

BackgroundThe objective of this study was to evaluate the existing Bachelor of Science in Pharmacy [BSc (Pharm)] curriculum at Qatar University College of Pharmacy (QU CPH), for addressing international prescribing competencies.MethodsThe Australian National Prescribing Service (NPS MedicineWise) Competencies Required to Prescribe Medicines framework (the Prescribing Competencies Framework) was used in the BSc (Pharm) curriculum mapping process. The NPS MedicineWise Prescribing Competencies Framework outlines seven competency areas that are essential for pharmacist prescribing. The first mapping activity assessed the learning outcomes (LOs) of 62 courses within the BSc (Pharm) curriculum for covering and addressing the NPS MedicineWise competencies. The second mapping activity involved matching the LOs identified to address the NPS MedicineWise prescribing competencies, to the 2017 Association of Faculties of Pharmacy of Canada (AFPC) educational outcomes, on which the QU CPH BSc (Pharm) program is based. The AFPC educational outcomes address seven key program-level learning outcomes.ResultsThe QU CPH BSc (Pharm) curriculum addresses most of the prescribing competencies listed in the NPS MedicineWise Prescribing Competencies Framework. However, gaps were identified in the curricular content and in the LOs that were related, but not restricted, to the following: electronic prescribing, physical examinations/preparing patients for investigations, and policies/procedures and quality assurace related to prescribing. Other gaps identified include legislative and workplace requirements for obtaining consent to access confidential patient's health information.ConclusionThe curriculum mapping exercise provided evidence that, for the most part, the existing BSc (Pharm) curriculum at QU CPH prepares pharmacy graduates for prescribing. However, there are areas that need better alignment between the taught curriculum and training on prescribing in practice. The results of this study are important to consider if pharmacist prescribing is to be implemented in Qatar.

A brief history of pharmacy admissions in North America.

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

Association Between Prerequisites and Academic Success at a Canadian University’s Pharmacy Program

Objective. To identify pharmacy prerequisites associated with academic success in the current Bachelor of Science in Pharmacy (BSP) program and anticipated success in the planned Doctor of Pharmacy (PharmD) program at the University of Saskatchewan. Methods. Statistical analysis was conducted on retrospective data of the grades of 1,236 pharmacy students admitted from 2002 to 2015. BSP success was calculated using a weighted average of all required courses within the BSP program. Anticipated success in the PharmD program was calculated from the BSP grades after excluding PharmD prerequisites currently part of the BSP. Models of BSP and PharmD prerequisites and demographic variables associated with pharmacy program success were constructed using stepwise and forced linear regression. Results. For the current BSP program, modelling explained more than half of academic success in year 1. Explicable variance declined each year, explaining less than 20% in year 4. After removing PharmD prerequisites from the program, the BSP prerequisites associated with success were the same as the first model but explained less of the variance in years 1 and 2. Using both BSP and the new PharmD prerequisites explained nearly three-quarters of the variance in year 1 for the remaining pharmacy courses. Explicable variance increased slightly in year 2, declined to approximately two-thirds in year 3 and just over one-half in year 4. Conclusion. Consistency of instructor and course content, along with instructional design and higher-level learning, may explain these stronger associations for the PharmD prerequisites.

MEET THE PRESIDENT

![Figure][1] Steven A. Scott, PharmD AACP President The 2017-2018 president of the American Association of Colleges of Pharmacy (AACP) is Steven A. Scott, PharmD. Dr. Scott, who considers himself first and foremost a pharmacy educator, received his bachelor of science in pharmacy and his

Competence-Based Pharmacy Education in the University of Helsinki.

In order to meet the expectations to act as an expert in the health care profession, it is of utmost importance that pharmacy education creates knowledge and skills needed in today’s working life. Thus, the planning of the curriculum should be based on relevant and up-to-date learning outcomes. In the University of Helsinki, a university wide curriculum reform called ‘the Big Wheel’ was launched in 2015. After the reform, the basic degrees of the university are two-cycle (Bachelor–Master) and competence-based, where the learning outcomes form a solid basis for the curriculum goals and implementation. In the Faculty of Pharmacy, this curriculum reform was conducted in two phases during 2012–2016. The construction of the curriculum was based on the most relevant learning outcomes concerning working life via high quality first (Bachelor of Science in Pharmacy) and second (Master of Science in Pharmacy) cycle degree programs. The reform was kicked off by interviewing all the relevant stakeholders: students, teachers, and pharmacists/experts in all the working life sectors of pharmacy. Based on these interviews, the intended learning outcomes of the Pharmacy degree programs were defined including both subject/contents-related and generic skills. The curriculum design was based on the principles of constructive alignment and new structures and methods were applied in order to foster the implementation of the learning outcomes. During the process, it became evident that a competence-based curriculum can be created only in close co-operation with the stakeholders, including teachers and students. Well-structured and facilitated co-operation amongst the teachers enabled the development of many new and innovative teaching practices. The European Union funded PHAR-QA project provided, at the same time, a highly relevant framework to compare the curriculum development in Helsinki against Europe-wide definitions of competences and learning outcomes in pharmacy education.

Teaching with technology in higher education: understanding conceptual change and development in practice

ABSTRACTResearch indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.

MEET THE PRESIDENT

![Figure][1] The 2015-2016 president of the American Association of Colleges of Pharmacy (AACP) is Cynthia J. Boyle. Dr. Boyle received her bachelor of science in pharmacy from the University of Oklahoma College of Pharmacy, and as an established practitioner, her doctor of pharmacy from

Comparison of self-reported professional competency across pharmacy education programs: a survey of Thai pharmacy graduates enrolled in the public service program.

IntroductionThai pharmacy education consists of two undergraduate programs, a 5-year Bachelor of Science in Pharmacy (BScPsci and BScPcare) degree and a 6-year Doctor of Pharmacy (Pharm D). Pharmacy students who wish to serve in the public sector need to enroll in the public service program. This study aims to compare the perception of professional competency among new pharmacy graduates from the three different pharmacy programs available in 2013 who enrolled in the public service program.MethodsA cross-sectional survey was conducted among new pharmacy graduates in 2013 using a self-administered, structured, close-ended questionnaire. The questionnaire consisted of respondents’ characteristics and perception of professional competencies. The competency questions consisted of 13 items with a 5-point scale. Data collection was conducted during Thailand’s annual health professional meeting on April 2, 2013 for workplace selection of pharmacy graduates.ResultsA total of 266 new pharmacy graduates responded to the questionnaire (response rate 49.6%). There were no significant differences in sex and admission modes across the three pharmacy programs. Pharm D graduates reported highest competency in acute care services, medication reconciliation services, and primary care services among the other two programs. BScPsci graduates reported more competence in consumer health protection and herbal and alternative medicines than BScPcare graduates. There were significant differences in three competency domains: patient care, consumer protection and community health services, and drug review and information, but no significant differences in the health administration and communication domain among three pharmacy programs.ConclusionDespite a complete change into a 6-year Pharm D program in 2014, pharmacy education in Thailand should continue evolving to be responsive to the needs of the health system. An annual survey of new pharmacy graduates should be continued, to monitor changes of professional competency across different program tracks and other factors which may influence their contribution to the health service system. Likewise, a longitudinal monitoring of their competencies in the graduate cohort should be conducted.

MEET THE PRESIDENT

![Figure][1]</img> The 2014-2015 President of the American Association of Colleges of Pharmacy (AACP) is Patricia (Pat) A. Chase, PhD, a professor and the Gates Wigner Dean at the University of West Virginia School of Pharmacy in Morgantown. Dr. Chase received her bachelor of science in pharmacy

Community Pharmacists‘ Attitudes Towards Clinical Utility and Ethical Implications of Pharmacogenetic Testing

To examine community pharmacists' attitudes towards pharmacogenetic (PGx) testing, including their views of the clinical utility of PGx and the ethical, social, legal and practical implications of PGx testing. A web-based survey administered to 5600 licensed community pharmacists in the states of Ohio and Pennsylvania (USA). Of 580 respondents, 78% had a Bachelor of Science degree in pharmacy and 58% worked in a chain drug store. Doctors of pharmacy-trained pharmacists had a significantly higher knowledge score than those with a Bachelor of Science in pharmacy (3.2 ± 0.9 vs 2.6 ± 0.6; p < 0.0001). All pharmacists had positive attitudes towards PGx and most (87%) felt it would decrease the number of adverse events, and optimize drug dosing. More than half (57%) of pharmacists felt that it was their role to counsel patients regarding PGx information. Many (65%) were concerned that PGx test results may be used to deny health insurance. Regardless of the type of education, all pharmacists had positive attitudes towards PGx. There is still a concern among pharmacists that PGx test results may be used to deny health insurance and, thus, there is a need to educate pharmacists about legal protections prohibiting certain forms of unfair discrimination based on genotype.

Pediatric News

Pediatric News

KRAUS NAMED HELMS AWARD RECIPIENT

Donna Kraus, PharmD has been named the PPAG 2013 recipient of the Richard A. Helms Award for Excellence in Pediatric Pharmacy Practice. Dr. Kraus received her Bachelor of Science in Pharmacy (‘77) and Doctor of Pharmacy (‘82) from the University of Illinois at Chicago. She completed a postdoctoral pediatric specialty residency at the University of Texas Health Science Center in San Antonio (‘83). Dr. Kraus served as a pediatric intensive care clinical pharmacist for 15 years and for the past 14 years has been an ambulatory care pediatric clinical pharmacist, specializing in pediatric HIV pharmacotherapy and patient/ parent medication adherence. Dr. Kraus has also served as a clinical pharmacist consultant to a pediatric long-term care facility for over 21 years. She currently holds the appointment of Associate Professor of Pharmacy Practice in both the Departments of Pharmacy Practice and Pediatrics at the University of Illinois in Chicago.Dr. Kraus is an active educator at UIC and has been a guest lecturer in China, Thailand, and Hong Kong. She has played a leading role in the advanced training of postgraduate pharmacists and has been the Director of the ASHP accredited Pediatric Residency Program at UIC for 25 years. Dr. Kraus’ research areas include pediatric drug dosing and developmental pharmacokinetics and pharmacodynamics. She has published 30 articles and 10 book chapters on various issues of pediatric pharmacy and pharmacotherapy. Dr. Kraus is co-author of the Pediatric &amp; Neonatal Dosage Handbook (previously called the Pediatric Dosage Handbook), which is currently in its 19th edition.Dr. Kraus has been an active member of numerous professional associations including the American Pharmacists Association (APhA), American Society of Health-System Pharmacists (ASHP), Illinois Pharmacists Association (IPhA), American College of Clinical Pharmacy (ACCP), and Illinois College of Clinical Pharmacy (ICCP). She has served as Chairperson of the ASHP Commission on Therapeutics; member of the Board of Directors of the Pediatric Pharmacy Advocacy Group (PPAG); Member-at-Large of the Academy of Pharmaceutical Research and Science (APhA); member of the ASHP, Commission on Credentialing, Design/Writing Group, Educational Outcomes, Goals and Objectives for Postgraduate Year Two (PGY2) Pediatric Pharmacy Residency Programs (2007); member of the Alliance for Pediatric Quality, Improve First Measures Task Force; and member of the PPAG Advisory Board. Dr. Kraus also served as an Editorial Board member of the American Journal of Health-System Pharmacy and the Journal of Pediatric Pharmacy Practice. Currently, she serves as an Editorial Board member of The Journal of Pediatric Pharmacology and Therapeutics.Dr. Kraus has been elected to Fellow status by the American Pharmacists Association, the Pediatric Pharmacy Advocacy Group, and the American College of Clinical Pharmacy.

Pharmacy School Provenance and Pharmacy Practice

Pharmacy School Provenance and Pharmacy Practice

Ernest Little (1888-1973): Champion of the American Foundation for Pharmaceutical Education

Ernest Little (1888-1973): Champion of the American Foundation for Pharmaceutical Education

Evaluating the Pharmaceutical Industry's Need for Graduates with a Bachelor of Science Degree in Pharmaceutical Sciences

Objectives. The pharmaceutical industry traditionally hires pharmacists with bachelor of science (BS) degrees for formulation development, manufacturing, etc. As the BS in pharmacy degree is phased out, it is important to know if manufacturers still need employees with the expertise that the BS degree provides. Methods. Data were collected from a survey asking how pharmaceutical manufacturing scientists felt about employing persons with a BS in pharmacy, what persons with BS in pharmacy degrees currently do for their company, and what courses would be of value in a degree designed for industry employment. Demographic data were also collected. Results. Survey packets were mailed to 1,000 AAPS members and 255 surveys were returned. Eighty-three percent of respondents agreed that pharmacy schools should offer BS degrees specific for industry employment. Courses in drug development and organic chemistry were the most desirable, while radiopharmaceuticals and immunology were the least favored. Respondents indi...

Going Virtual

In 2001 Ohio State University admitted its first class of non-traditional Doctor of Pharmacy students. The impetus for offering a complete distance education program in Pharmacy came from the decision of the American Council on Pharmaceutical Education that by 2004 all practicing pharmacists would need the PharmD degree for entry into practice. The first class consisted of 30 students all who already had a Bachelor of Science in Pharmacy and were licensed practicing pharmacists. The paper describes the steps the library took to assure that off-campus students would have access to the same sources and services as traditional students, describes what services the students used and how satisfied they were with what the library offered. Tips are given for librarians who may be involved in setting up their institution's distance education program.