PharmD Curriculum Research Articles

Computer technologies in pharmacy-Filling in the gaps in Ukrainian PharmD curriculum

ObjectiveTo improve the teaching of under-represented medicinal chemistry components (in the field of drug discovery and development) in the PharmD curriculum in Ukraine. MethodsThe differences between Medicinal Chemistry (according to the “Western standards”) and Pharmaceutical Chemistry (in the post-soviet countries) were evaluated. The gaps in the Ukrainian PharmD curriculum within drug discovery and development were outlined. ResultsThe course “Computer Technologies in Pharmacy” has been introduced to fill in the gaps in training of the pharmacy students in Ukraine. It was designed to help students understand the depth and diversity of the drug design and development processes. The course includes the main principles related to a meaningful literature search, approaches to new drug-candidate design/development, and computerization of pharmaceutical industry. The overall idea is to familiarize students with a more holistic picture of the drug lifecycle: from idea to drug-candidate creation, getting a new drug onto the market, indication extension or withdrawal from the market, or restriction of the label claims. Conclusion“Computer Technologies in Pharmacy” course is a step toward unification the educational systems and reduce the gap between European, USA, and post-Soviet educational systems, in particular elimination the differences in the study of medicinal and pharmaceutical chemistry in the spirit of modern drug design/development education.

Integrating a New Medicinal Chemistry and Pharmacology Course Sequence into the PharmD Curriculum

To evaluate the implementation of an integrated medicinal chemistry/pharmacology course sequence and its alignment with a therapeutics series. Each topic was divided into modules consisting of 2-hour blocks, and the content was integrated and aligned with the therapeutics series. Recitation sessions emphasizing application skills in an interactive environment followed each of three 2-hour blocks. To ensure that students achieved competency in each unit, students failing any unit examination were encouraged to undergo remediation. Student feedback was collected by an independent researcher through social media and focus groups and relayed anonymously to course directors for midcourse improvements. Responses from surveys, interviews, and student ratings of faculty members and of courses were used to implement changes for future editions of the courses. The majority of students and faculty members felt the integration and alignment processes were beneficial changes to the curriculum. Elements of the new sequence, including remediation, were viewed positively by students and faculty members as well.

A Global Health Elective Course in a PharmD Curriculum

To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists' role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences.

Public health and patient care aspects in Indian pharmacy curriculum: A comparison between DPharm, BPharm, and PharmD programs

BackgroundThere are about one million registered pharmacists practicing in both community and hospital pharmacies in India. Since the public health services do not cater to the entire population, pharmacies can play a major role in the health care system in India. ObjectiveThe aim of this study was to compare the Indian pharmacy curriculum of DPharm, BPharm, and PharmD programs to see overall differences with a focus on the amount of time devoted for public health, patient care, and pharmacy practice aspects. Study designThe DPharm and PharmD curricula were included as prescribed by the Pharmacy Council of India (PCI), and the BPharm curriculum was derived from the All India Council for Technical Education (AICTE). Duration of the selected curriculum programs is given in number of hours in four core areas according to the Accreditation Council for Pharmacy Education (ACPE) criteria, which is used for comparison. Results and conclusionThe results indicate that DPharm and BPharm are industry focused, and only the PharmD is focused on clinical pharmacy and patient-oriented services. DPharm holders are the mainstays of pharmacy practice in India, but their degree least contains patient care and public health aspects. There is a gap in curriculum, particularly at DPharm level. This needs to be addressed in future studies and curriculum development actions, as well as in pharmacists’ continuing education and professional development programs.

Measuring PreAdvanced Practice Experience Outcomes as Part of a PharmD Capstone Experience

To describe a capstone experience to: 1) assess student preparedness for Advanced Pharmacy Practice Experiences (APPE) and 2) provide program-level assessment data. A capstone course was added immediately prior to APPEs. All capstone activities emphasized application and integration and were mapped to ACPE Appendix D, which details performance abilities expected of students prior to APPEs. Eleven learning activities comprising 20 assessments were created. Each assessment was pass/fail; students had to pass 15 of 20 assessments to pass the capstone course. Evaluation rubrics emphasized formative feedback for students. The capstone experience was delivered 4 times over 4 consecutive years. One student did not pass; 55-68% of the students passed all activities. Program-level assessment data provided details on individual student preparedness prior to APPE, important information for accreditation, and basis for curriculum revisions. A capstone experience can be a valuable addition to a PharmD curriculum. Capstone activities incorporating authentic assessments provide important program-level assessment data for colleges/schools of pharmacy.

Students’ Perception of an Integrated Approach of Teaching Entire Sequence of Medicinal Chemistry, Pharmacology, and Pharmacotherapeutics Courses in PharmD Curriculum

Purpose: To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students’ perceptions of integration as they progress through the PharmD curriculum. Methods: Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. Results: One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Conclusion: Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum.

Curriculum and Pharmacy practice experience offered for Pharm-D in Pakistan: needs and possibilities

Pharm-D program was implemented 10 years ago in Pakistan in 2004. Since then perception of pharmacist as a health care professional became somewhat clearer among public but due to less availability of resources in Pakistan, their practice is so limited. Pharmacy Council of Pakistan has revised Pharm-D curriculum in 2011. Before this up gradation some academicians have highlighted lacking in previous curriculum, but many of them are still there in new updated syllabi. In this review we have presented a sketch of current pharmacy education and practice in Pakistan especially focusing Pharm-D curriculum. In the end by considering pharmacist’s current role, limitations in Pharm-D course and already published interventions for advancing pharmacy education in Pakistan, we have discussed some major improvements required to be done in curriculum and pharmacy practice experiential component (clinical clerkship) offered for Pharm-D degree in Pakistan.DOI: http://dx.doi.org/10.3329/icpj.v3i8.19406 International Current Pharmaceutical Journal, July 2014, 3(8): 313-317

Introduction of a capstone research program in a new college of pharmacy: Student perceptions

BackgroundA capstone research project requirement was completed by fourth-year professional students at this college during the 2011–2012 school year. ObjectivesTo (1) ascertain the students’ perceived value of research in a Doctor of Pharmacy program; (2) assess students’ attitudes regarding level of guidance and preparedness during the research project; and (3) evaluate the perceived impact of the program on students’ research abilities after completion. MethodsAn anonymous survey was administered to graduating professional students. This survey consisted of 18 multiple-choice items (progressive Likert-type scales with ten response options and close-ended) and an additional section for comments. Data were analyzed using PASW version 18.0. ResultsNinety-two percent (n = 65) of students completed the survey. The majority (76.9%) are entering entry-level positions, while 13.78% are pursuing residency/fellowship training. The overall response mean for students’ perceptions of the importance of research-related activities in their PharmD education was 2.9. The response means for guidance from mentors and preparedness received in the curriculum was 3.1 and 2.4, respectively. Overall, the majority of students felt that they are able to present a research poster at a local or national meeting and write a research manuscript in the future (69.2% and 72.3%, respectively). ConclusionsThis study demonstrated that graduating fourth-year students in this new pharmacy program do not believe research is an important component in the PharmD curriculum. While the students feel that they are prepared to participate in scholarly activities, their perception of the value of performing research was not important.

Pediatric pharmacotherapy in the PharmD curriculum: Course design and student self-assessment of learning outcomes achievement

BackgroundThe typical pharmacy school provides limited opportunities for focused pediatric pharmacotherapy discussions. This finding served as the impetus for development of an elective course on pediatric pharmacotherapy. The purpose of this study was to describe course design and evaluate students’ self-assessment of learning outcome achievement in a pediatric pharmacotherapy course. MethodsThirty second-year pharmacy students were enrolled in a ten-week pediatric pharmacotherapy elective course. This course integrated numerous teaching strategies and provided several opportunities for formative and summative feedback. Students completed a pre- and post-course survey consisting of 20 items. Pre- and post-course surveys were compared to evaluate changes in student self-assessments of learning achievement following this course. ResultsTwenty-nine and 27 students responded to the pre- and post-course survey, respectively. There was a significant improvement in post-survey results for all items that examined students’ self-assessment of competency in course learning outcomes (p ≤ 0.036). ConclusionsFollowing completion of a pediatric pharmacotherapy course, significant improvements were observed in students’ self-assessment of learning outcome achievement. The course design appeared to have facilitated these improvements. Since this course was an elective offering, additional means of educating pharmacy students on the care of pediatric patients may need to be considered.

Informatics: Catching the Next Wave in Pharmacy Education

Informatics: Catching the Next Wave in Pharmacy Education

Pharmacoeconomics Education in US Colleges and Schools of Pharmacy

To determine the extent of pharmacoeconomics education in US colleges and schools of pharmacy provided to doctor of pharmacy (PharmD) students in 2011. E-mails requesting syllabi and information about courses covering pharmacoeconomic topics were sent to all US colleges and schools of pharmacy from which PharmD students had graduated in 2011 (n=103). Of 87 responding pharmacy colleges and schools, 85 provided pharmacoeconomics education in 2011. The number of hours dedicated to pharmacoeconomic-related topics varied from 2 to 60 per year (mean=20). CONCLUSIONS. Pharmacoeconomics education is provided at almost all US colleges and schools of pharmacy; however, variation in the number of teaching hours and topics covered demonstrates a lack of standardization in the PharmD curriculum. Pharmacy administrators and educators should invest more resources and tools to standardize training in this area.

Implementation and evaluation of a student-led, online, longitudinal outpatient case elective

BackgroundCase-based learning (CBL) is one method used in schools and colleges of pharmacy to apply evidence-based medicine and clinical practice guidelines to individual patient care. PurposeTo describe the implementation and evaluation of a student-led, longitudinal outpatient, case-based learning elective using a web-based communication tool. MethodsStudents from second through fifth (P2–P5) years in the “zero-six” PharmD curriculum assisted faculty members in the development of longitudinal patient cases. P5 PharmD students served as pharmacists to either communication arts or P1 PharmD students, who served as patients. Faculty members assessed communication strategies, accuracy of therapeutic recommendations, and the development of a patient chart. Results/DiscussionAt the end of the 10-week quarter, students reported greater confidence in understanding a variety of therapeutic topics, including diabetes, hypertension, and hyperlipidemia. Students reported that they were better prepared for patient counseling as well. ConclusionsInvolvement in the longitudinal outpatient case course improved student preparedness and confidence of clinical knowledge. Incorporation of longitudinal CBL elsewhere in the core pharmacy curriculum could be considered and may be beneficial for student learning.

Evaluation of a New Hierarchical Teaching Model for Pharmacy Students in Experiential Education

Pharmacy students undergoing experiential education have traditionally been mentored by pharmacist preceptors on a one-to-one basis. However, major curriculum changes are placing greater emphasis on experiential education. For example, the new PharmD curriculum within the University of Toronto’s Leslie Dan Faculty of Pharmacy requires Early Practice Experience (EPE) rotations of 160 h each after year 1 and year 2 (in place of the 12-h Early Hospital Experience [EHE] in year 2 of the previous program) and 36 weeks of experiential practice after year 3. Implementation of these changes has begun only within the past year (i.e., since mid-2012), and it will take some time to realize the full magnitude of the effect on staff workload at clinical sites; however, rotation requirements have already increased dramatically. In general, teaching sites strive to offer placements that are of high quality while accommodating the needs of pharmacist preceptors and clinical programs. This large increase in pharmacy student rotations has created a stress on the system and has forced sites to explore alternative methods of delivering experiential education. The hierarchical model of teaching, with senior students mentoring junior students, is well known in the medical field. However, little is known about how effective or feasible this model might be for pharmacy students. Lindblad and others described peer-assisted learning for final-year pharmacy students on a 9-week rotation in a general medicine/stroke care unit. In that model, the first group of 3 students started their rotation at week 1, with the second group of 3 students starting at week 5. This allowed for overlap and mentoring by the more experienced students during weeks 5 to 9. The second group then continued their rotation until week 13. However, such peer-assisted learning is based on more experienced students facilitating the learning of a group of peers who are all at the same point in their education. It may not be suitable for models in which students are at different points in their academic programs. Given the prospect of pharmacy students from different years completing rotations simultaneously, a hierarchical model may be one way to accommodate the increased demand for placements and to allow pharmacists to dedicate time to teaching in addition to their dispensing, clinical, and research duties. As described by Hall and others, pharmacy educators at Henry Ford Hospital in Detroit, Michigan, hypothesized that a hierarchical system similar to the medical model could be successful. Under this structure, pharmacy students at various levels (e.g., students, residents, fellows) would be under the supervision of an “attending” practitioner, who would be most responsible for the quality of patient care even as the students progressively assumed greater independence and more responsibilities. However, the changing availability of students from month to month was recognized as a potential barrier to full implementation of the system. Here, we report an evaluation of a hierarchical teaching model in which fourth-year pharmacy students and residents mentored junior pharmacy students under the supervision of a pharmacist, in terms of perceived impact on learning, overall experience, and pharmacists’ workload.

A Consensus Definition and Core Competencies for Being an Advocate for Pharmacy

To develop a consensus definition for "advocacy for the profession of pharmacy" and core competencies for doctor of pharmacy (PharmD) graduates to be effective advocates for the profession. A 3-round modified Delphi process was conducted using a panel of 9 experts. Participants revised a definition for "advocacy for the profession" and ultimately rated their agreement using a 5-point Likert scale. Competency statements were developed and subsequently rated for importance for being an advocate and importance to address in PharmD curricula. A consensus-derived definition was developed. Two competency statements achieved consensus for both measures of importance. Four competency statements achieved consensus for only 1 measure and another 4 did not reach consensus for either measure. A consensus-derived definition was developed describing advocacy for the profession of pharmacy and began laying the groundwork for the knowledge and skills necessary to be an effective advocate for the profession of pharmacy.

A Pharmacotherapy Capstone Course to Advance Pharmacy Students’ Clinical Documentation Skills

To implement and assess the effectiveness of a capstone pharmacotherapy course designed to integrate in-class curriculum using patient cases and drug-information questions. The course was intended to improve third-year doctor of pharmacy (PharmD) students' clinical documentation skills in preparation for beginning advanced pharmacy practice experiences (APPEs). This 2-credit, semester-long course consisted of 6 patient cases and 12 drug-information questions posted electronically on an Internet-based medical chart, a public health presentation, a knowledge examination, and an objective standardized performance assessment. In class, students engaged in active-learning exercises and clinical problem-solving. Students worked outside of class in small groups to retrieve and discuss assigned articles and review medication information in preparation for in-class discussions. A rubric was used to assess the patient cases and questions that students completed and submitted individually. Data for 4 consecutive course offerings (n=622) were then analyzed. A significant improvement was found in the "misplaced" but not the "missing" documentation ratings for both assessment and plan notes in the final assessment compared with baseline. In course evaluations, the majority of students agreed that the course integrated material across the curriculum (97%) and improved their clinical writing skills (80.5%). A capstone pharmacy course was successful in integrating and reviewing much of the material covered across the PharmD curriculum and in improving students' clinical documentation skills.

Evolution in Pharmacy Education: Developing Effective Patient Care Practitioners

Changes outlined in the Blueprint for Pharmacy emphasize the need to provide “[o]ptimal drug therapy outcomes for Canadians through patient-centred care”. This approach requires pharmacists to contribute to outcomes-focused patient care, while working within health care teams; pharmacists also need to be accountable and responsible for the safe and effective use of medications. There is an urgent need for all pharmacists to take on this responsibility. Almost half of patients visiting a community pharmacy or a clinic will have a drug therapy problem. Patients who have been admitted to hospital also experience a substantial number of preventable adverse drug events. Medication costs represent the fastest-rising expenditure within our health care system. Furthermore, with increased use of medications, there is potential for even more adverse drug events to occur. Also, the elderly population uses the most medications, exposing them to an even greater risk of drug therapy problems; in fact, by 2036, 1 in 4 Canadians will be over 65 years of age. Pharmacists are required to effectively manage drug therapy for all patients, and both faculties of pharmacy and the profession as a whole have obligations to prepare graduating pharmacists for this role. Education to prepare pharmacists for expanded patient care roles has started to change. For example, all pharmacy schools in Canada have made a commitment to have an entry-level PharmD curriculum in place by 2020. Some key components of new curricula include an expanded and integrated approach to teaching pharmacotherapy, management courses that include development of patient care services, incorporation of physical assessment and competencies related to the expanded scope of practice (e.g., training for administration of injections), and extensive clinical training in direct patient care. This expanded education is supported nationally by the 2010 educational outcomes of the Association of Faculties of Pharmacy of Canada, which call for pharmacy graduates to be “medication therapy experts”. Also, the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) has now approved new standards for PharmD first professional degree programs, which will be implemented in early 2013. Each program must offer a total of 40 weeks (1600 h) of experiential education, with early and mid-program practice experiences lasting at least 8 weeks (320 h) and concluding practice experiences (at the end of the program) lasting at least 24 weeks (960 h). This level of clinical training is considered essential for graduates to become independent, competent patient care practitioners, who are responsible to both patients and colleagues within interprofessional teams. Current training, although effective, is demanding for the preceptor and the site and does not explicitly hold the student accountable to the patient and the rest of the health care team. There are many challenges and just as many opportunities as we consider a paradigm shift in how we train pharmacy students. At the June 2011 meeting of the American Society of Health-System Pharmacists, Ashby proposed a pharmacy student training model that would enable trainees to become more accountable and make them indispensable within the patient care team. He also emphasized the importance of students undertaking patient care activities that are known to improve patient outcomes. Additional recommendations included extension of rotational experiences and provision of support to students in their own desired career paths by matching training to interests. In this issue of the CJHP, Hall and others provide an insightful overview of current experiential training in hospital pharmacy and put forward 8 guiding principles that they consider as key factors for the success of future experiential models. Much of what they outline is akin to training within medical programs, including starting experiential education earlier in the program; providing a mix of hospital and community site experience early, with sustained practices in later years

In Pursuit of Prestige: the Folly of the US News and World Report Survey

Oh my goodness! That is a sanitized version of my actual response when I realized in late December 2011 that another US News and World Report (USNWR) survey had arrived and that I had missed my opportunity to vote. Somehow, my questionnaire got lost among the large volume of mail that flows through my office. Fortunately, after some frantic and determined communication with USNWR, we were directed to the group running the survey (it is subcontracted to someone else) and I was able to submit my opinion. When I glanced at the ballot, I wondered how administrative voters at the 124 other colleges and schools of pharmacy listed would have informed opinions about the University of Michigan College of Pharmacy. They may know that a required research experience for all our doctor of pharmacy (PharmD) students is a key and highly valued feature of our curriculum because it was described at a 2011 American Association of Colleges of Pharmacy meeting and a few years ago in an American Journal of Pharmaceutical Education editorial. (1) They may know about the positive impact our faculty members and alumni have had on the profession of pharmacy, pharmaceutical science, and society since 1868. But would they know, for example, that we have instituted a new PharmD curriculum in the past 2 years that extensively uses active-learning techniques? Would they know the extent to which our academic medical center/health system and college are operationally, educationally, and philosophically integrated? I concluded that only a few of the USNWR survey respondents would know about these defining attributes and most of these individuals would be our graduates. I also concluded that, despite being in academia for 35 years, I knew comparatively little about many of the colleges and schools on the list, especially the newer ones. I was not always this invested in the periodic USNWR survey. In fact, when I received my first questionnaire as a dean in fall 2007, I casually completed and returned it. The results were published in 2008 and we were ranked fifth. That we were perceived positively by our fellow educators was gratifying, but because of the survey's limitations (eg, it only measured focused exclusively on our PharmD program, and based its conclusions on a relatively low response rate of 56%), I chose to ignore the results. I assumed everyone else, including our key constituents (university administrators, alumni, current, and prospective students), would either be unaware of the rankings or ignore the findings for the same reasons I had. I was wrong. Soon after the results were published, I started receiving comments from our PharmD students. They were upset that we had dropped from previous rankings (I think from third to fifth) and that we had tied (rather than outranked) Ohio State University (spillover from the 2 universities' storied rivalry in football and other sports). The students wanted to know what I was going to do to improve our standing next time (a tough question). Similar observations also arrived from our alumni. I was troubled but understood that both constituent groups are prone to ascribe disproportionate value to these ranking systems because they are not familiar with our internal assessment processes. Then, to my chagrin, our university administrators started commenting on the rankings. Fortunately, it was positive for us, as our college was one among many highly-ranked units on campus, and our alleged superiority provided fodder for playful one-upmanship with my University of Michigan dean colleagues, enlivening otherwise serious meeting topics. However, I also recognized that our administrators were using these rankings to argue for more resources as a means to protect or improve their/ our strong reputation, an administrative practice common both nationally and globally. (2) The collective interest in these ranking systems was troubling and I was faced with a dilemma: how to acknowledge our positive reputation among our fellow educators, while guarding against repercussions from future unpredictable shifts that inevitably occur in reputational surveys. …

Pharmacy Student Knowledge Retention After Completing Either a Simulated or Written Patient Case

To determine pharmacy students' knowledge retention from and comfort level with a patient-case simulation compared with a written patient case. Pharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophen overdose. Participants' responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students' knowledge improved post-intervention regardless of which teaching method was used. Although further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students' enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.

Incorporating a Diabetes Certificate Program in a Pharmacy Curriculum

To determine student competency and confidence in the provision of diabetes care and satisfaction with incorporation of the American Pharmacist Association/American Association of Diabetes Educators (APhA/AADE) diabetes certificate program into the required doctor of pharmacy (PharmD) curriculum. Material from the diabetes certificate program was incorporated longitudinally into the third-year curriculum skills laboratory courses. Educational techniques used included self-study modules with case questions, lectures using the program's slides and live seminar materials, and active-learning techniques including instructor-led modeling and role-playing exercises, small group activities, objective structured learning exercises (OSLE) using standardized patients, and a week-long diabetes simulation. Students achieved a 100% pass rate on a diabetes certificate program examination and earned a mean score of 71.8 out of 100 points on a medication therapy management (MTM) objective structured clinical examination (OSCE). A student survey demonstrated high student confidence in their ability to provide diabetes care (mean scores 4.2 to 4.8) and satisfaction with the program (mean scores 4.5 to 4.8). Longitudinal integration of a nationally recognized diabetes certificate program into the required PharmD curriculum produced satisfied students competent in providing diabetes pharmaceutical care.

Teaching Cultural Competency Through a Pharmacy Skills and Applications Course Series

To incorporate cultural competency in a Pharmacy Skills and Application course series and assess the level of cultural competency in students who did and did not complete the courses. The course series focused on cultural competency throughout the PharmD curriculum and included such activities as self-reflection, lecture, diversity service-learning, case studies, and discussion. The Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Revised (IAPCC-R) was used to measure cultural competence in 2 cohorts: the last class preceding implementation of the new course series and the first class after its implementation. Overall scores between the 2 cohorts were not significantly different; however, 2 subscale scores were significantly higher among students who completed the course series: cultural skills (p = 0.021) and cultural encounters (p = 0.048). The Pharmacy Skills and Application course series appears to improve some aspects of cultural competence in pharmacy students, but may not be sufficient to elicit change in all areas.