New Schools Of Pharmacy Research Articles

René Kueny (1883-1922), un professeur strasbourgeois d’origine mosellane, à la carrière partagée entre l’Allemagne et la France (1911-1918-1922)

René Kueny, a professor of Strasbourg university native of Moselle department. An universitary career separated between Germany and France (1911-1918-1922) – During the annexation of Alsace and Moselle to german Reich, from 1871 to 1918, the pharmaceutical teaching was delivered in a pharmaceutical institute with only one professor and three assistant professors. Coming from Dieuze, a town formerly in the department of Meurthe and now in the department of Moselle of the Reichsland, René Kueny obtained his diploma and supported his thesis at the pharmaceutical institute settled in Strasbourg and becamed rapidly its main assistant professor. After the 1st World War, in junction with french authorities, he teached chemistry to medical and pharmaceutical students and took part in the setting up of plans about the new university of Strasbourg. In july 1919, he was designated as the temporary professor of analytical chemistry and toxicology of the new school of pharmacy of the town. He was definitively selected on november 27, 1919. But unfortunately, Kueny was attacked by a serious disease as soon as august 1921 and he died in april 1922. This paper is devoted to the description of his life and to an attempt to understand and to explain the reasons of the choice of this expert in vegetable chemistry for the teaching of analytical chemistry and toxicology to pharmacy students.

Predictors of student performance on the Pharmacy Curriculum Outcomes Assessment at a new school of pharmacy using admissions and demographic data

ObjectivesTo characterize student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) and to determine the significance of specific admissions criteria and pharmacy school performance to predict student performance on the PCOA during the first through third professional years. MethodsMultivariate linear regression models were developed to study the relationships between various independent variables and studentsʼ PCOA total scores during the first through third professional years. ResultsTo date, four cohorts have successfully taken the PCOA examination. Results indicate that the Pharmacy College Admissions Test (PCAT), the Health Science Reasoning Test (HSRT), and cumulative pharmacy grade point average were the only consistent significant predictors of higher PCOA total scores across all students who have taken the exam at our school of pharmacy. ConclusionThe school should examine and clarify the role of PCOA within its curricular assessment program. Results suggest that certain admissions criteria and performance in pharmacy school are associated with higher PCOA scores.

The Influence of Interim Deans: More Than Keeping the Ship Afloat and Warming the Captain’s Seat

Transitions are inevitable in academia, but changes in leadership personnel seem to have increased over the past several years. Participants at the 2016 AACP Interim Meeting learned that CEO dean positions are open in more than 20 of 135 colleges and schools of pharmacy. While this number seems significant, it speaks to the loss of established leadership from long-serving, dynamic deans as they retire or move into other positions within their universities. In addition, the expansion of satellite campuses and new schools of pharmacy has fueled a shift of academic leaders from established schools to newer programs. Furthermore, some deanships are open because the initial appointment was not a good fit. Regardless of the reason for the departure, when a school's dean chooses to leave, the institution is faced with the critical decision of who should be appointed as the interim dean. Although a few institutions are able fill the dean position without an interim dean, most schools elect to appoint one. When an interim dean is named for a school, there are key considerations for the institution and the individual selected. As individuals who have served in a variety of interim dean positions, we wanted to share our perspectives on the role of interim dean and how the position can best be utilized until a permanent dean is appointed. While this Viewpoint focuses on the position of interim dean, many of the comments can be applied to other interim roles and can broaden the perspectives on preparation strategies and career planning of pharmacy deans. (1) While all schools of pharmacy will find themselves searching for a dean at some point, the number of open positions indicates that more institutions are dealing with the challenge of a dean search, which begins with determining who should serve as the interim dean. That urgent decision is based on what qualities are needed for the interim dean, what needs to be accomplished during the interim appointment, and whether it is in the best interest of the institution for the proposed interim dean to vacate his or her current position. Many may consider the appointment of an interim dean as a logical, progressive decision, perhaps with an assistant or associate dean stepping into the role. However, this may compromise operations. For example, an associate dean of academic affairs in the midst of leading a curricular revision, or an assistant dean for research leading an NIH grant renewal, may not be the best choice even though such individuals are likely to have tremendous leadership experience and skill. Department chairs, who tend to have strong personnel management skills, as well as budget oversight responsibility, may seem like logical choices. However, the interim dean appointment often vacates an existing role for the period of the interim appointment, creating the need for other interim appointments, which can lead to further disruption in administrative functions. The length of the interim appointment is often uncertain because of the time needed to recruit, interview, and hire the dean, as well as the time for the new dean to transition commitments at his or her current institution. This uncertainty may worsen in the event that the number of open positions grows. Despite meaningful leadership development programs such as the AACP Academic Leadership Fellows Program (ALFP), a relatively small pool that represents the most highly qualified individuals will be courted by multiple institutions at any one time. In the authors' experience, an institution should generally plan for at least a one-year interim dean appointment. Thus, the institution will need to consider the challenges the school will face within the ensuing 12 to 18 months prior to appointing an interim dean. It may be tempting for the institution to delay initiatives, strategic plans, etc., until a new dean arrives; however, that is not always optimal for the program. Thus, the institution must balance moving goals forward while avoiding commitments that create additional challenges for a new dean. …

Brown, incoming APhA President, talks priorities

Incoming APhA President Lawrence L.B. Brown, PharmD, PhD, FAPhA, likes to emphasize communication to student pharmacists at Chapman University's New School of Pharmacy, where he serves as Associate Dean and Professor of Pharmacoeconomics and Health Policy.

Implementing clinical pharmacy within undergraduate teaching in Namibia.

Clinical pharmacy is currently not practised in Namibia. To introduce the concept and skills pertinent to this area of practice, pharmacy undergraduates at Namibia's new School of Pharmacy are introduced to clinical pharmacy from their second year, and progress from theory to practical application on the wards. This approach has led to students having a greater understanding of clinical pharmacy and how it can be applied in practice. Introducing clinical pharmacy progressively at an undergraduate level may help to stimulate interest in the speciality for future career progression.

Teaching the World Health Organization’s How to Handrub and Five Moments for Hand Hygiene in a health care delivery course at a new school of pharmacy

ObjectiveTo implement and evaluate instruction of hand rubbing with alcohol-based products using the World Health Organization (WHO) guidelines and indications. DesignNewly matriculated P1 students were required to attend a 75-minute class during which an instructor presented hand hygiene in the context of professionalism and the incidence of health care-associated infections and community-acquired antimicrobial-resistant infections in pharmacy practice settings. Students then practiced the eight-step World Health Organization (WHO) method using a WHO infographic and alcohol-based hand sanitizer and watched a New England Journal of Medicine video to reinforce skill instruction and to introduce the WHO indications for hand hygiene. AssessmentIndividual hand rubbing skill was assessed by individual observation using a ten-point rubric. Knowledge was tested by exam. Change in student attitudes and motivation to perform hand hygiene were measured by survey. All students (n = 77) demonstrated mastery of WHO hand rubbing. Correct answers to exam questions ranged from 83% to 100% per question. Student attitudes and motivation to perform hand hygiene increased significantly. ConclusionsMastery of WHO hand rubbing can be achieved with limited class time. This skill may protect both students and patients from health care-associated infections and community-acquired infections while providing a strong visual demonstration of professionalism to patients and other providers.

Clinical application of pharmacogenomics through clinical exercises and online resources

This article describes how to introduce pharmacy students to online pharmacogenomic resources and also to apply pharmacogenomics to clinical patient scenarios. This novel approach has been successful by integrating medical genomics into a core curriculum at a new school of pharmacy. To date, implementation of clinical exercises within a pharmacogenomics course has been well received by pharmacy students. The exercises have proven to be successful in enhancing students’ understanding of the clinical applicability of pharmacogenomic concepts. As pharmacogenomics is a topic of increasing importance in the health care field, it is crucial to continue to identify successful ways in which this concept can be integrated into the pharmacy curriculum.

A survey of grading scale variations in Doctor of Pharmacy programs

ObjectivesThe first objective of this survey was to determine if there is a common grading scale utilized in Doctor of Pharmacy programs throughout the United States. Based on preliminary research, this question has not been addressed for professional pharmacy education. The study’s second objective was to begin to explore different aspects of grading scales used, academic freedom in grading, and the institutional breakdown of grading scales. MethodsAn online survey tool was developed and distributed to the School of Pharmacies’ respective Dean of Academic Affairs or alternate via e-mail to elicit responses. Subsequent second and third e-mail requests were sent at one-week intervals after a nonresponse. ResultsThe net survey response rate was 61%. The overall study results determined that there was no grade scale predominately used by pharmacy schools or colleges, whether compared across all courses or across only specific type courses (didactic, laboratory, and experiential), and regardless of whether public or private, or what size the enrollment. There were significant consistencies in what constitutes a passing grade as well as the percentages that correlate to specific grades. ConclusionsThe results provide guidance for both established and new schools of pharmacy, in that any grading scale adoption is essentially acceptable among pharmacy schools. Future research should compare Doctor of Pharmacy program grading policies with other professional doctorate programs, to determine if other professional programs have developed common grading policies.

California provider status bill becomes law

For California pharmacists, the dream of being recognized as health care providers by the state became a reality on October 1 when Gov. Jerry Brown signed SB 493 into law. State Sen. Ed Hernandez, OD, (D-24) wrote the legislation, which will go into effect January 1, 2014. Gaining provider status will expand roles for pharmacists and increase access to pharmacists’ patient care services for Californians.

Informatics: Catching the Next Wave in Pharmacy Education

Informatics: Catching the Next Wave in Pharmacy Education

Pharmacy students' perception of a modified supplemental instruction program

ObjectiveTo determine pharmacy students' perceptions of the potential academic benefit, mandatory attendance policy, notification of and preparation for the sessions and negative stigma related to an academic assistance program at a new school of pharmacy. MethodsAn anonymous, 16-question online questionnaire assessing the study's objective was administered to 137 of 167 first- (P1) and second- (P2) year students enrolled in a Doctor of Pharmacy program. ResultsThe results of this study indicate that students who had been enrolled in the program perceived an academic benefit. Student insight on the mandatory attendance policy, the notification of and preparation for the sessions, and the negative stigma related to an academic assistance program led to changes that were incorporated into the supplemental instruction (SI) design and implementation. ConclusionsThe early detection of high-risk students and immediate and ongoing interaction between these students and course faculty is perceived as a benefit and a unique aspect of our Doctor of Pharmacy program. This study introduces the development and implementation of an SI program and the findings may assist other schools of pharmacy in designing their own SI programs.

Pharmacy residency and the medical training model: Is pharmacy at a tipping point?

The American College of Clinical Pharmacy (ACCP) and the American Society of Health-System Pharmacists (ASHP) each have established a vision that, by 2020, postgraduate year 1 (PGY1) residency training should be required for entry into practice for all pharmacists who will serve in direct patient care roles.1,2 In 2008 and 2009, published analyses of residency program numbers and workforce implications estimated that annual growth of about 17% in the number of PGY1 residency positions is needed to ensure that the profession can train enough pharmacists to meet the 2020 goal.3,4 Now 2020 is less than a decade away. In recent years, the economy has undergone significant upheaval, health care reform legislation has been enacted, several new schools of pharmacy have opened, and student enrollments have increased. Concurrently, the pharmacy profession continues to examine the best approach to redesigning pharmacy practice models to accommodate the growing clinical roles of pharmacists through efforts such as the ASHP Pharmacy Practice Model Initiative.5 These are among the many changes affecting pharmacy workforce demands and projections, particularly in regard to residency training.

Development and design of objective structured clinical examinations (OSCE) in undergraduate pharmacy education in a new School of Pharmacy in England

UK pharmacy practice is driven by competency-based healthcare practice and the expanding clinical roles of pharmacy practitioners. Setting up a new School of Pharmacy offers the opportunity to design a program appropriate for the needs of the future pharmacy workforce. Objective structured clinical examinations (OSCEs) offer the opportunity to assess students in their handling of real life pharmacy practice scenarios, and allow students to develop and hone communication and problem-solving skills. This paper describes the development and design of OSCEs in the undergraduate pharmacy degree at the University of Hertfordshire. The framework of formative and summative OSCEs across the 4-year degree program is discussed, as are the logistics of setting up and running OSCEs, tutor training, feedback, and reflections on the experience to date and future direction. The OSCEs have been implemented successfully into the undergraduate pharmacy curriculum with positive feedback from staff and students.

From Shortage to Surplus: The Hazards of Uncontrolled Academic Growth

Take yourself back in time just 10 short years to an imaginary meeting at an imaginary place. You have been appointed to a special AACP blue-ribbon panel to study what the academy can do to address the pharmacist shortage. It's the year 2000. We've just gone all PharmD. There are about 80 schools of pharmacy in the country, and roughly 7,000 graduates enter the workforce every year--but it's not enough. One outspoken member of the panel proposes that the academy add about 50 new schools of pharmacy over the next 10 to 15 years. As you almost fall off your chair, another member chimes in to suggest that 50 new schools will not be sufficient and that most of the current programs should either increase enrollment or establish new satellite campuses. Would you have thought they were out of their minds, or at least been a bit dumbfounded by the overly aggressive nature of their proposals? Is it reasonable to assume that if 80 schools are not quite meeting the demand, we must need 130? You can stop imagining now. It's 2010, and as absurd as it sounds, those imaginary proposals are being enacted before our eyes; but no one seems to be alarmed. Indeed, truth is sometimes stranger than fiction. As a pharmacist practitioner and academician whose career spans the last 3 decades, I appreciate the depths of the pharmacist shortage that has plagued our profession. I personally spent many a day, first as a director of a hospital pharmacy and then as a dean of a school of pharmacy, exasperated by the seemingly impossible task of recruiting qualified candidates to fill long-standing vacant positions. I understand the law of supply and demand, as well as the powerful market forces that fueled the pharmacist shortage for so many years. And now, findings of the Pharmacy Manpower Project notwithstanding, here I am in the year 2010, utterly in awe at how dramatically and how suddenly conditions have changed. It is time for all of us in academia to step back and objectively assess what's happening to the pharmacy job market on the ground and in real time. Sometimes it is best to set aside the weather report and look out the window. Long-held assumptions about the rate of pharmacist job growth are beginning to crumble amid the uncertain health care and economic realities of our times, and yet we, as an academy, continue to perpetrate a rate of unprecedented growth that has reached alarming proportions and shows no signs of abating. In many areas of the country the number of pharmacy graduates is beginning to match the number of vacant pharmacist positions. That observation in and of itself is a good thing and should be no cause for alarm. But the growth of PharmD programs does not appear to be acutely responsive to the marketplace. Growth marches on without restraint though it is no longer warranted. The pharmacist shortage has been diminishing in recent years, despite that many new PharmD programs have not yet graduated a class and the expansion of many existing programs is not yet reflected in the number of their graduates. Understandably, rates of increase in the number of graduates reflect a 4-year lag period from the point of creating or expanding a program. Here in Florida, the primary pharmacist employers filled their vacancies this year and some graduates were forced to seek employment outside the state. One Florida pharmacy school will graduate its first class next year and the University of South Florida is currently pursuing plans to start a PharmD program. It begs the question, What problem are we trying to solve by continuing to expand? Florida is not alone. One need only look at what is happening in California, Texas, New York, Tennessee, Ohio, Illinois, North Carolina, South Carolina, Georgia, Pennsylvania, etc, to see that growth within the academy is getting out of hand. Make no mistake, this is not just a matter of concern for a select group of states; it is a national problem, the repercussions from which no one in pharmacy will be immune. …

A New Vision for Pharmacy Education: It Is Time to Shift the Old Paradigm and Move Forward

A New Vision for Pharmacy Education: It Is Time to Shift the Old Paradigm and Move Forward

Assessment of pharmacy manpower and services in West Virginia

Background The shortage of pharmacists across the nation has been much publicized and has been identified as one of the reasons for new schools of pharmacy to open or for existing colleges and schools of pharmacy to increase their class sizes. This article represents the assessment of a new school of pharmacy's evaluation of staffing and practice in its geographic area. Objective This survey represents the first data point within the School of Pharmacy assessment plan and will be repeated at several intervals after the program opens to longitudinally evaluate its impact on pharmacy staffing and services within West Virginia. Methods Using a modified Dillman survey methodology a random sample of 548 pharmacists in West Virginia, approximately one-third the active roster, were surveyed regarding staffing and services in West Virginia. Results A response rate of 32.78% was achieved and findings indicated that there is a staffing shortage of pharmacists within West Virginia, that staffing impacts the services pharmacists provide, and that more pharmacists would be willing to offer disease management services if staffing levels were at appropriate levels. Conclusions A shortage of pharmacists does exist in West Virginia and it has implications on patient care. Longitudinal evaluation of the impact of a new pharmacy program will be conducted and the staffing and services within West Virginia should be continued to be studied.

Establishing a clinical practice: Advice for new practitioners

As pharmacy continues to grow and expand, new practitioners are often faced with the responsibility of developing a new practice or expanding existing clinical services. This growth provides opportunities in all areas of pharmacy, from inpatient to ambulatory care settings. New schools of pharmacy are opening, managed care is increasingly recognizing the value of pharmacists, and hospitals continue to struggle with minimizing cost and maximizing care. One of the difficulties faced by pharmacists in new settings is educating current providers and staff about the role of pharmacists and the importance of their integration into the health care team. Likewise, developing a new service may impede on services provided by existing clinical pharmacists at an institution. Establishing a clinical practice requires careful planning. This article provides some helpful tips to consider when selecting a practice setting and developing clinical services. For many practitioners who recently completed a pharmacy residency, the initial desire is to remain in that setting. After spending a year or two at one location, it is easy to consider that setting ideal, even if it is less than optimal for career advancement. Remember that other practice sites with similar opportunities may increase your likelihood of finding that perfect job. Different practice sites may also affect your ability to develop your practice. For instance, in academia, pharmacists have teaching and other responsibilities that demand time. In the private sector, one may be able to devote full-time hours to developing a practice, but the salary earned may be heavily dependent on billing and the number of patients seen. The obligations you might be required to assume must be considered when choosing a practice site.

Attracting and retaining faculty at new schools of pharmacy in the United States

Attracting and retaining faculty at new schools of pharmacy in the United States

The Implications of Increasing Student Numbers for Pharmacy Education *

The number of students recruited into UK schools of pharmacy has increased considerably over recent years and is set to increase further still as new schools of pharmacy begin recruiting from 2003. This increase in student numbers mirrors international trends and reflects both the need to address shortages in the pharmacy workforce and the exercise of market forces within UK higher education. Increased enrolments of less academically able students onto MPharm courses potentially threaten academic standards. Pharmacy schools will need to modify their courses and assessment methods to meet this challenge, whilst at the same time striving to ensure that pharmacy programmes meet the rigorous academic demands of a masters level degree. As staff:student ratios worsen, maintaining the quality of the learning experience will become increasingly difficult, and efficiencies in teaching and assessment will inevitably be sought. Computer-based technology might offer innovative, cost-effective solutions to some logistical problems, but such technology distances the learner from the tutor, and reduces opportunities for students to accrue values and attitudes that form part of their professional socialization. As the numbers of students enrolled into existing schools increase and new pharmacy schools are inaugurated, the already small and diminishing pool of full-time pharmacist academics will be stretched to the point that students will have few opportunities to engage with such staff, limiting their opportunities to absorb the “culture of pharmacy” and hindering their development from student to autonomous professional.

The Establishment of a New School of Pharmacy

The Establishment of a New School of Pharmacy