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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 AbstractMeeting Abstracts 113th Annual Meeting of the American Associaton of Colleges of Pharmacy, Kissimmee, FL, July 14-18, 2012 American Journal of Pharmaceutical Education June 2012, 76 (5) 99; DOI: https://doi.org/10.5688/ajpe76599 ArticleInfo & Metrics PDF BIOLOGICAL SCIENCESCompleted ResearchA Team-based “Enzyme Workshop” for Teaching Enzyme Function and Pharmacologic Targeting to First-year Pharmacy Students. Joseph E. Deweese, Lipscomb University. Objectives: This study was focused on presenting information related to function and pharmacologic targeting of enzymes to first year student pharmacists. Previously, content delivery focused primarily on didactic lectures with little student interaction. The current study examined presenting this information in a workshop format using team-based learning. Method: Seventy-six first year student pharmacists taking a course titled Biomolecular Chemistry were divided into twelve groups of 6-7 students. Each group was assigned a different enzyme with pharmacologic relevance. Groups were given a series of questions related to the enzyme and were given 45 minutes to work as a team using textbook and internet resources to answer the questions and assemble the answers into a PowerPoint format. Students were also given an individual pre-workshop and post-workshop assessment. Results: At the end of the period, groups were given an opportunity to report some of their findings. Each group submitted a short PowerPoint file with answers to the assigned questions, which was provided to the class via Blackboard. The pre- and post-workshop assessments indicate that over 96% of the students responded that knowledge related to enzymes improved and over 64% responded that the session should be repeated for future classes. Students also provided suggestions for improvement of the session. Implications: The team-based learning approach was well-received by students and provided a broader knowledge-base of enzymes than had been possible using a lecture-only approach. This method will be revised for future application including adding a second hour to allow time for assignment completion and student presentations.Acetaminophen Reduces Lipid Accumulation and Improves Cardiac Function in the Obese Zucker Rat. Miaozong Wu, Marshall University, Ravikumar Arvapalli, Cuifen Wang, Satyanarayana Paturi, Nandini Manne, Lucy Dornon, Paulette Wehner, Eric Blough, Marshall University School of Pharmacy. Objectives: Obesity and excess lipid accumulation are thought to play a critical role in the development of heart disease which is the leading cause of death in the U.S. The objective of study was to determine if chronic acetaminophen treatment can attenuate obesity-induced cardiac dysfunction. Method: Male obese Zucker rats (N=6) aged 4 weeks were administrated 30 mg acetaminophen / kg body weight / day via drinking water for 26 weeks. Age matched obese and lean Zucker rats were used as controls. Echocardiography was performed at 27 weeks of age to evaluate cardiac function. Heart and blood were collected from anesthetized rats at 30 weeks for biochemical analysis. Results: Compared to that observed in the untreated obese and lean control animals, chronic acetaminophen administration at 30 mg/kg/day did not alter blood alanine aminotransferase and alkaline phosphatase levels. Untreated obese control rats exhibited evidence of tricuspid regurgitation (TR) and aortic insufficiency (AI) when compared to lean animals, while acetaminophen treatment significantly reduced the incidence of TR and AI. Blood biochemical analysis suggested a significant decrease of circulating triglyceride levels in acetaminophen-treated rats. Histological analysis following Oil Red O dye staining revealed a significant reduction in cardiac triglyceride and lipid accumulation in the obese Zucker rats treated with acetaminophen. Implications: These results suggest that chronic but low level of acetaminophen treatment at ∼50% of the recommended human dosage in the obese Zucker rat is associated with decreased circulating triglycerides, diminished cardiac tissue lipid accumulation and improved cardiac function.Aliphatic Alcohols Induce Hepato- and Nephrotoxicity Primarily via Lipid Peroxidation and Genomic Instability in Vivo. Vivek Lawana, Ami Patel, Michael DeBisschop, Manchester College School of Pharmacy, Robert D. Beckett, Manchester College School of Pharmacy, Sidhartha D. Ray, Manchester College School of Pharmacy. Objectives: Determine whether exposure to single hepato- and nephrotoxic doses of methanol (M), ethanol (E), isopropanol (IS) and t-butanol (Bu) induce: lipid peroxidation (malondiadehyde accumulation), genomic instability (DNA fragmentation), and various forms of cell deaths in the liver and kidneys in vivo. Method: A LD40 (25% aqueous solution) of these alcohols were orally administered to five groups of three month old ICR mice (Control, M, E, IS, Bu), and all the animals were sacrificed 24 hours later. Blood was collected for serum chemistry and tissues for biochemical analysis. Results: Serum chemistry revealed clinically significant nephrotoxicity (blood urea nitrogen [mg/dL]: Con 21±2; M 32±3; E 27±2; IS 44±4; Bu 97±8), and modest hepatotoxicity (alanine aminotransferase activity [IU/L]: Con 33±4; M 58±3; E 59±3; Bu 127±6). Lipid peroxidation (nM MDA/g Liver) in the liver (Con- 100%; M- 172%; E- 133%; IS- 158%; Bu- 205%) and kidneys (Con- 100%; M- 148%; E- 154%; IS- 155%; Bu- 206%) escalated with increased number of carbon atoms. Consistent with the above findings, IS and Bu showed dramatic increases in DNA fragmentation (μg Fragmented/Total DNA) both in the liver (Con- 100%; M- 395%; E- 431%; IS- 566%; Bu- 737%) and kidneys (Con- 100%; M- 288%; E- 278%; IS- 607%; Bu- 847%). Overall, cell death kinetics mirrored the biochemical findings. Implications: Liver and kidneys undergo oxidative stress under the influence of these alcohols, propelling genomic instability and ultimately resulting in cell death. With greater the numbers of carbon atoms, toxic impact on vital organs tended to increase.An Integrated Biomedical and Pharmaceutical Science Course Delivered by Team-Based Learning to First-Year Pharmacy Students. Stephen W. Luckey, Regis University, Peter Clapp, Regis University, Matthew G. Fete, Regis University, S. Dean Allison, Regis University, Leah Sheridan, Regis University, Peter Cogan, Regis University, Michael H. Nelson, Regis University. Objectives: The objective was to deliver and evaluate an innovative integrated biomedical and pharmaceutical science course using Team-Based Learning (TBL). This is the first in a series of pharmacotherapy courses that serves as the foundation for understanding the scientific basis of drug therapy. Method: A series of units were developed covering biochemical, physiologic, pharmacologic, pharmacokinetic, pharmaceutical, and medicinal chemistry principles. The 8-week course was delivered in a TBL format in the fall semester of the P1 year. Topics included: drug discovery and classification, drug development and regulation; acid-base, pH, ionization, and partitioning; biochemical concepts; drug receptors: biochemistry and pharmacology; pharmacodynamics; structure activity relationships; drug formulation, delivery, and absorption; drug distribution, metabolism, and excretion; and one-compartment model and dosing concepts. End of semester course evaluation were completed by the students. Results: Students rated this course high on course evaluations and found it to be intellectually challenging and stimulating. The tRAT and application exercise discussions were valuable to their learning. Students indicated the integration of the biomedical and pharmaceutical sciences into TBL units helped them learn the material. Lastly, students agreed that the TBL units were structured to efficiently use class time and little redundancy in course content occurred. Implications: These results indicate that this innovative integrated biomedical and pharmaceutical science course using peer-to-peer instruction constitutes a promising education model that provides students with a valuable and effective learning experience. This course fosters the understanding of the foundational scientific principles of pharmacotherapy essential for a pharmacy practitioner.Assessment of a Patient-centered Lecture Given Simultaneously by Pharmaceutical Science and Clinical Faculty. Joie Rowles, Midwestern University-Glendale, Lindsay E. Davis, Midwestern University-Glendale, Mark Olsen, Midwestern University-Glendale. Objectives: To develop and assess a patient-centered lecture given simultaneously by multidisciplinary pharmacy faculty utilizing their area of expertise. Method: Three college of pharmacy faculty including a pharmacologist (JR), a medicinal chemist (MO), and a pharmacist (LD) met to develop a joint lecture for a required Integrated Sequence cardiovascular topic. The lecture topic, content, goals and learning objectives were a result of the collaboration. The lecture was patient-focused with the central goal of demonstrating the relevance and utility of pharmacology and medicinal chemistry in the practice of pharmacy. Student feedback was voluntarily solicited via TurningPoint questions. The faculty met afterward to review student responses and discuss. Results: A 50 minute PowerPoint presentation on atrial fibrillation was simultaneously given to PS2 students. LD introduced the patient case, JR provided relevant pathophysiology and pharmacology, MO discussed pertinent drug structure and functional groups, and LD concluded by incorporating all previous information into the management of the case. The student feedback indicated greater than 80% agreement on statements concerning improved learning (response rate 71%). Faculty assessment was favorable with plans to continue joint lectures in the future. Implications: It is possible to successfully present a lecture given simultaneously by multidisciplinary faculty. Most students indicated that it was helpful to their learning. This process requires a higher level of faculty collaboration and time commitment than individual lectures. Joint lectures have the potential to enhance student learning by assisting students in making connections across disciplines. Joint lectures also provide opportunities for meaningful integration of pharmacy departments.Components of Grapes and Red Wine Can Act as Direct Antithrombotic Inhibitors. Christine N. Galinski, Western New England University, Daniel R. Kennedy, Western New England University. Objectives: Flavonals such as quercetin compose about 0.1% of the weight of freeze-dried grapes and are thought to have some cardioprotective effects through non-specific mechanisms that interrupt platelet function and signaling. We recently identified a subset of quercetin analogs, those that contain a 3-O-glycosidic linkage, as having direct antithrombotic activities through a mechanism that inhibits the catalytic activity of protein disulfide isomerase (PDI), an initiating step in thrombus formation. In this study, our objective was to determine if freeze-dried grapes contained enough of these compounds to inhibit the catalytic activity of PDI. Method: Freeze-dried grapes, broccoli, and mango were rehydrated at 10 mg/100 ul. PDI activity was assayed by measuring the catalyzed reduction of insulin, as the turbidity of aggregated insulin chains can be measured by absorption at 650 nm. The reconcentrated food was added to a reaction mixture of PDI, insulin, DTT and EDTA in 100 mM potassium phosphate at pH 7.4. It was run at 37°C for 45 minutes. Results: Freeze-dried grapes contained sufficient amounts of 3-O-glycosidic quercetin derivatives to inhibit PDI in a concentration dependent manner. Interestingly, broccoli, which contains higher amounts of quercetin than grapes do, was negative in our assay, suggesting it does not contain many 3-O-glycosidic quercetin derivatives. Mango was also negative. Implications: The cardiopreventive effects of grapes and red-wine may also utilize direct antithrombotic mechanisms in addition to the non-specific mechanisms that interrupt platelet function and signaling.Course Level Curriculum Map Pilot Program. Jane M. Souza, St. John Fisher College, Amy L. Parkhill, St. John Fisher College, Jennifer L. Mathews, St. John Fisher College. Objectives: To pilot a newly developed course level curriculum map that documents course learning outcomes, corresponding teaching activities, assessments, student achievement on assessments, and evidence-based changes made subsequently at the course level. Method: The newly developed course level curriculum map was piloted in twelve courses involving nine faculty members. Faculty either retroactively recorded data or utilized the map during the semester. At the conclusion of the pilot period, a focus group was conducted during which seven of the faculty members shared experiences and recommendations. Focus group comments were recorded by three people. Recorders’ notes were compared for accuracy and completeness. Notes were analyzed using ATLAS.ti, a qualitative research program. Results: Qualitative analysis of focus group notes yielded four principal comment codes: learning outcomes, changing activities, documenting changes, and changing assessments. These four main codes document that faculty believe work is needed on writing better course learning outcomes, creating more appropriately matched course activities, better documenting data-driven changes that occur at the course level, and developing appropriate assessments. Implications: Faculty comments support school-wide adoption of course level curriculum mapping. They also suggest a need to provide faculty development on writing precise learning outcomes and mapping them to specific classroom activities to support outcomes achievement. Additionally, curricular changes made at the course level need to be carefully documented and linked to appropriate evidence derived from assessments. The value of the map for inclusion in the dossier for promotion and tenure was also noted.Current Status of Pharmacogenomics Education Among Practicing Pharmacists. Jaehwa Choi, Southwestern Oklahoma State University, Robyn Dowdy, Southwestern Oklahoma State University, Nina C. Morris, Southwestern Oklahoma State University, Christine F. Cox, Southwestern Oklahoma State University, John C. Kermode, Philadelphia College of Osteopathic Medicine. Objectives: Great emphasis is placed on pharmacogenomics to achieve personalized medicine in the post-genomic era. The goal of the current study was to assess practicing pharmacists’ educational background and perceived knowledge base of pharmacogenomics. Method: An online survey was sent to active pharmacist preceptors (n > 600) on the SWOSU COP Experiential Database. Data were collected in Excel format and further analyzed using SigmaPlot. Results: Demographics of the survey respondents showed even distributions in their pharmacy experience and practice setting. Only 10% of respondents had pharmacogenomics education in formal pharmacy courses and 78% had no experience with pharmacogenomics in their continuing education. Most respondents (81%) agreed that pharmacists should have some knowledge of pharmacogenomics. Moreover, 57% agreed and 6% strongly agreed that pharmacists should be able to provide recommendations for therapy changes based on prior pharmacogenomics testing. However, only 26% agreed and 5% strongly agreed that they could identify reliable sources of information regarding pharmacogenomics. Those who had received recent continuing education in pharmacogenomics not only agreed to a significantly greater extent with the premise that pharmacists should be able to recommend appropriate therapy changes but also displayed greater confidence in their ability to do so (P < 0.001, Mann-Whitney test). Implications: Our survey results indicate that there is a great need to develop educational materials for practicing pharmacists and in addition, devise an effective means to disseminate this information in order to facilitate the effective application of pharmacogenomics principles by pharmacists.Effect of Membrane Components CFA and PHOE on Acid Resistance of Log Phase Eschericia Coli. Paramita Basu, Touro College of Pharmacy-New York, Pulkit Gandhi, Touro College of Pharmacy, Niveditha Kadiyala, Touro College of Pharmacy, Irvin N. Hirshfield, St. John's University. Objectives: Studying the effect of deletion mutations of the cyclopropane fatty acid synthase (cfa) and phosphoporin E (phoE) genes on survival and membrane permeability of E.coli in low pH to evaluate their role in acid resistance. Method: Growth studies – Growth pattern of BW25113 (wild type) and its ∆cfa and ∆phoE mutants monitored by spectrophotometric determination of absorbance at 580nm periodically. Acid Survival assay – Log phase cells exposed to pH3-LB medium for increasing time intervals and counted for viability to compare survival of BW25113, ∆cfa and ∆phoE. Detection of Membrane leakage – Fluorescence micrographs of cells stained with membrane-permeant SYTO9 and non-permeant propidium iodide before and after acid challenge. Cells with an intact membrane fluoresce green due to binding of SYTO9 to DNA, whereas those having a damaged membrane fluoresce red as propidium iodide leaks in. Results: Both ∆cfa and ∆phoE mutants had slower growth rate than BW25113. On exposure to LB pH3, the ∆cfa mutant showed 100-fold lower survival than WT, while ∆phoE showed no significant difference. Though all strains showed higher membrane permeability in pH 3 (more red and fewer green cells) than pH7, both ∆cfa and ∆phoE showed much higher membrane leakage than WT (all red cells). Implications: CFA seems to help in protecting against acid mediated cell death probably by reducing membrane permeability to protons since absence of cfa showed loss of viability and increase in membrane leakage. But PhoE does not seem to be involved in these cells as no protection against acid was seen in ∆phoE mutants.Efficacy of a Therapeutic Vaccine Using Mutated β-amyloid Sensitized Dendritic Cells in Alzheimer’s Mice. Neel R. Nabar, University of South Florida, Chuanhai Cao, University of South Florida, Shufeng Zhou, University of South Florida. Objectives: In 2001, a clinical trial using a β-amyloid vaccine (human wild type Aβ peptide, AN-1792) showed that dementia scale scores of the active vaccine group were considerably lower than that of AD patients given the placebo. Unfortunately, severe adverse reaction occurred in about 6% of the patients, and after autopsy, one was confirmed to have died of meningoencephalitis due to an increase Th1 response. We investigated a safer method to obtain sufficient anti-Aβ antibody titer without the use of an adjuvant, eliminating the Th1 response. The developed method focused on use of dendritic cells (DCs), the most powerful antigen presenting cell in the immune system. Method: This study utilizes mouse models of AD to study this mutant Aβ1-42 sensitized DC as a vaccine in vivo with regards to efficacy, safety, and mechanism of action through ELISA analyses, immunohistochemistry, behavioral testing, and flow cytometry analysis. The mutant Aβ1-42 peptide contains the same epitopes as the full length Aβ peptide with T-cell epitope mutations. Results: The results indicate that use of mutant Aβ1-42 vaccine results in durable antibody production, but wild type vaccine does not induce antibody response at all. The antibody generated from antigen sensitized dendritic cells is against the same epitope as other Aβ vaccines. Our result also showed cognitive function benefit without the global inflammation seen in prior Aβ vaccines. Additionally, there was a significant reduction in Aβ burden, and the mechanistic studies implicated the LXR/ABC1 pathway in reduction of Aβ burden. Implications: As this therapeutic treatment showed promising results in animal models and has many advantages compared to contemporary treatments, we believe with further development, this vaccine may be a viable clinical treatment for AD.Etoposide Metabolites as Topoisomerase II Poisons. Elizabeth Gibson, Lipscomb University, David A. Jacob, Lipscomb University, Susan L. Mercer, Lipscomb University, Joseph E. Deweese, Lipscomb University. Objectives: While the anticancer agent etoposide is highly effective at poisoning topoisomerase II, etoposide is also metabolized into a catechol and a quinone in the body. The activity of these metabolites against topoisomerase II has not been fully examined. Therefore, we synthesized and purified these compounds in order to characterize their activity against topoisomerase II. Method: The research involved enzyme characterization assays using purified human topoisomerase IIα, purified plasmid substrate, and the metabolites of etoposide. Reaction products were electrophoresed on agarose or acrylamide gels before imaging for quantitative or qualitative analysis. Results: The results demonstrate that, similar to etoposide, the catechol and quinone both lead to an increase in DNA cleavage levels and an inhibition of ligation as quantified from agarose gels. Interestingly, the quinone leads to higher levels of DNA scission compared to etoposide or the catechol and also can inactivate the enzyme when incubated with the enzyme prior to DNA addition. Enzyme inactivation is likely linked to the ability of the quinone to cause covalent adduction of the two halves as evidenced by denaturing gel shift assays. This adduction is not seen with either etoposide or the catechol. Further, adduction can be blocked by treating the reaction with a reducing agent. Implications: The data indicate that the catechol acts similar to etoposide while the quinone appears to have an additional function since it can cause redox-dependent inactivation and adduction. This places etoposide quinone in a unique class as an apparently dual-acting topoisomerase II poison by both inhibiting ligation and covalently adducting.Evaluating Student Preference for Learning Using a New Asynchronous Online Tool: VoiceThread®. Marcos Oliveira, University of the Incarnate Word, Jeffrey T. Copeland, University of the Incarnate Word, Jason Cota, University of the Incarnate Word. Objectives: In the fall of 2008, 4.6 million students took at least one online higher education course (Allen E, Seaman, J: Online education in the United states, 2009: Sloan consortium; 2010). This proposal seeks to assess how the introduction of an asynchronous multimedia tool (VoiceThread®) changes students perceptions regarding their preferred learning strategies. Method: A multimedia discussion tool recording video using Camtasia was created and posted for discussion on VoiceThread®. Pre- and post-course surveys were used to assess students’ preconceived views regarding preferred learning strategies. Results: VoiceThread® was new to 75% of the students. Comparison of pre- and post-course surveys indicate the implementation for VoiceThread® changed the student ranking of reading, lecture, and simple video recordings. In pre-course surveys 76% ranked reading in the top two choices while in post-course surveys this number reduced to 59%. The only increase in preference was observed in VoiceThread® (26% to 35%). A notable finding in pre-course surveys was that 37% of students younger than 25yo preferred lecture while only 14% of students older than 25 had the same preference. Implications: Introduction of VoiceThread® in a class was well received by students. Further studies across different subjects and instructors in different years will be necessary to identify general patterns of student preference including strategies to use when implementing new learning strategies methods.Evaluation of a Hybrid Learning Course Design to Enhance Student Learning of Molecular Biology. Samit Shah, South University, Arthur G. Cox, South University, Martin M. Zdanowicz, South University. Objectives: To describe the design, implementation and assessment of a hybrid-learning molecular biology course. Method: Pre-recorded lectures (modules) were created using a video capture system and distributed to students using an online course management system. Students watched the assigned modules prior to class, and class time was used for applying the theory in the modules to exercises designed to explore the material at a deeper level. Student perceptions of the use of modules and class exercises as a tool to enhance learning were examined using a survey with a five point Likert Disagree-Agree response scale. Achievement of learning outcomes was assessed through the use of multiple choice exams. Results: One hundred percent of the students participating in the survey indicated that the pre-recorded modules and class exercises helped enhance their learning. Over 95% of the students indicated that the course design helped them learn the material more effectively at all levels of Bloom’s taxonomy. Students overwhelming agreed that the course met its stated objectives with a mean rating of 4.83 out of 5.0. The test average on the first exam, which represented the material taught using the hybrid learning approach, was 83.4%. Implications: Combining pre-recorded modules with class exercises can allow instructors to devote more time to actively engage students in the learning process and help them develop a deeper understanding of the course material. A thoughtfully designed hybrid learning course can also promote better recall, understanding, application, analysis and integration of the material compared to a traditional lecture based course.Identification of Novel Genetic Polymorphisms in STR Loci in Two Ethnic Minority Populations in China. Neel R. Nabar, University of South Florida, Jun Liang, University of South Florida, Shufeng Zhou, University of South Florida. Objectives: DNA profiling for individual identification has been relatively well developed, however individual identification in complicated cases is still difficult. The Combined DNA Index System (CODIS), a database funded by the FBI, contains information on specific short tandem repeats (STRs) in the human genome that have been validated as useful and informative for forensic practice. In order to increase scope of individual identification, we are interested in validating non-CODIS STR loci as useful for forensic practice. Method: In this study, we investigated 9 polymorphic STR loci (D18S1364, D12S391, D13S325, D6S1043, D2S1772, D11S2368, D22-GATA198B05, D8S1132 and D7S3048), which are not included in the standard sets of forensic loci, in 181 Miao and 166 Gelao unrelated individuals in the Guangxi municipality, South China. Genepop V 4.0 was used to perform a Hardy-Weinberg equilibrium test after allelic identification using PCR. PowerStats V1.2 software was used to calculate forensic parameters with the cumulative matching probability of the 9 STR loci in Miao and Gelao population. Results: No deviations from Hardy-Weinberg Equilibrium were observed in these two populations. The cumulative matching probabilities of the 9 STR loci in the Miao and Gelao populations were calculated as 5.18×10-8 and 1.20×10-8 respectively. The cumulative exclusion powers were 0.9999894 and 0.9999064, individually. Implications: Our study showed these 9 STRs as highly informative and suitable for use as candidate genetic markers in genetics and forensic practice. As these STRs are easily typed using commercially available kits, these STRs can serve as good and cogent biomarkers for complementary use with the CODIS STRs for individual identification.Individualized Reflective Learning Through Portfolio Use in Pharmacy School Education. Casey R. Utter, St. John Fisher College, Richard J. Bova, Jennifer L. Mathews, St. John Fisher College, Melinda Lull, St. John Fisher College. Objectives: The ability to teach one’s self is a skill that will greatly enhance students in their future professional lives. To this end, learning portfolios have often been used longitudinally as a development tool. The objective of this study was to design and implement the use of an electronic portfolio to individualize student learning experiences in a one-semester pharmacy elective course. Method: In a forensic toxicology pharmacy elective course, students were asked to find specific articles related to lecture material but geared toward their individual interests, attach it to an online portfolio, and answer four short reflective questions. Students then brought the assignments to class and discussed their