126
|
Brazeau GA, Woodward JMB. Rethinking faculty career development strategies. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:101. [PMID: 22919077 PMCID: PMC3425916 DOI: 10.5688/ajpe766101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
|
127
|
New J, Garner S, Ragucci K, Spencer A. An advanced clinical track within a doctor of pharmacy program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:43. [PMID: 22544960 PMCID: PMC3327241 DOI: 10.5688/ajpe76343] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2011] [Accepted: 11/17/2011] [Indexed: 05/23/2023]
Abstract
OBJECTIVE To evaluate the advanced clinical track, a curricular track designed to prepare doctor of pharmacy (PharmD) students for residency training and institutional practice. DESIGN The advanced clinical track required completion of elective coursework, an additional advanced practice experience, 8 clinical experiences, and a skills checklist, and participation in a clinical skills competition. ASSESSMENT Thirty-two graduates of the advanced clinical track were surveyed. Of the 23 respondents, 95% of those who pursued residency training were successfully matched with a residency program. Ninety-one percent of respondents felt that the advanced clinical track increased their confidence and 74% felt it was definitely an advantage when applying to a residency program. All participants agreed that the advanced clinical track met their expectations or goals and would recommend it to other students. CONCLUSION Completion of an advanced clinical track was viewed by PharmD graduates as valuable preparation for residency training and institutional practice and would be recommended to other students.
Collapse
|
128
|
Skrabal MZ, Turner PD, Jones RM, Tilleman JA, Coover KL. Portfolio use and practices in US colleges and schools of pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:46. [PMID: 22544963 PMCID: PMC3327244 DOI: 10.5688/ajpe76346] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2011] [Accepted: 12/13/2011] [Indexed: 05/03/2023]
Abstract
OBJECTIVES To identify the prevalence of portfolio use in US pharmacy programs, common components of portfolios, and advantages of and limitations to using portfolios. METHODS A cross-sectional electronic survey instrument was sent to experiential coordinators at US colleges and schools of pharmacy to collect data on portfolio content, methods, training and resource requirements, and benefits and challenges of portfolio use. RESULTS Most colleges and schools of pharmacy (61.8%) use portfolios in experiential courses and the majority (67.1%) formally assess them, but there is wide variation regarding content and assessment. The majority of respondents used student portfolios as a formative evaluation primarily in the experiential curriculum. CONCLUSIONS Although most colleges and schools of pharmacy have a portfolio system in place, few are using them to fulfill accreditation requirements. Colleges and schools need to carefully examine the intended purpose of their portfolio system and follow-through with implementation and maintenance of a system that meets their goals.
Collapse
|
129
|
Duke LJ, Staton AG, McCullough ES, Jain R, Miller MS, Lynn Stevenson T, Fetterman JW, Lynn Parham R, Sheffield MC, Unterwagner WL, McDuffie CH. Impact of advanced pharmacy practice experience placement changes in colleges and schools of pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:49. [PMID: 22544966 PMCID: PMC3327247 DOI: 10.5688/ajpe76349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2011] [Accepted: 01/30/2012] [Indexed: 05/11/2023]
Abstract
OBJECTIVE To document the annual number of advanced pharmacy practice experience (APPE) placement changes for students across 5 colleges and schools of pharmacy, identify and compare initiating reasons, and estimate the associated administrative workload. METHODS Data collection occurred from finalization of the 2008-2009 APPE assignments throughout the last date of the APPE schedule. Internet-based customized tracking forms were used to categorize the initiating reason for the placement change and the administrative time required per change (0 to 120 minutes). RESULTS APPE placement changes per institution varied from 14% to 53% of total assignments. Reasons for changes were: administrator initiated (20%), student initiated (23%), and site/preceptor initiated (57%) Total administrative time required per change varied across institutions from 3,130 to 22,750 minutes, while the average time per reassignment was 42.5 minutes. CONCLUSION APPE placements are subject to high instability. Significant differences exist between public and private colleges and schools of pharmacy as to the number and type of APPE reassignments made and associated workload estimates.
Collapse
|
130
|
Cox CE, Lindblad AJ. A collaborative approach to improving and expanding an experiential education program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:53. [PMID: 22544970 PMCID: PMC3327251 DOI: 10.5688/ajpe76353] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
The lessons learned from a collaboration between a faculty of pharmacy and a practice site that involved implementation of an innovative experiential placement model are described, as well as the broader impact of the project on other practice sites, the faculty of pharmacy's experiential education program, and experiential placement capacity. The partnerships and collaborative strategies formed were key to the implementation and evaluation of a pharmacy student clinical teaching unit pilot program and integration of concepts used in the unit into the advanced pharmacy practice experience (APPE) program to enhance capacity and quality. The university-practice partnerships have made it possible to promote the delegation of responsibility and accountability for patient care to students, challenge the anticipated workload burden for preceptors, question the optimal length of an APPE placement, and highlight the value of higher student-to-preceptor ratios that facilitate peer-assisted learning (PAL) and optimize the practice learning experiences for preceptors and students. Collaboration in experiential education between universities and practice sites can provide opportunities to address challenges faced by practitioners and academics alike.
Collapse
|
131
|
Isetts BJ. Engaging in rapid cycle innovation. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:37. [PMID: 22544954 PMCID: PMC3327235 DOI: 10.5688/ajpe76337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
|
132
|
Vos SS, Trewet CB. A comprehensive approach to preceptor development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:47. [PMID: 22544964 PMCID: PMC3327245 DOI: 10.5688/ajpe76347] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2011] [Accepted: 01/15/2012] [Indexed: 05/27/2023]
Abstract
OBJECTIVE To assess the impact of a comprehensive preceptor development program. DESIGN A comprehensive preceptor development program was designed that included live and recorded online programming, a preceptor manual, a preceptor newsletter, live events (local and regional), and one-on-one practice site visits. ASSESSMENT Over 5,000 evaluations (1,900 pre-implementation and 3,160 post-implementation) of preceptor performance were completed by students. Students rated preceptors higher in items related to providing helpful midpoint and final evaluations after program implementation. Over 1,000 Web-based preceptor development activities were completed by preceptors from 2007 to 2011. Preceptors felt activities enhanced their current knowledge, skills, attitudes, and values, and more than 90% felt the core development activities would improve their current practice. CONCLUSION A comprehensive approach to preceptor development that offered a variety of development and training opportunities received positive evaluations from preceptors and resulted in improved student evaluations of preceptors. A comprehensive development program should be made available to preceptors to foster their continuing professional development.
Collapse
|
133
|
Williams J, Motycka C, St Onge E. Redesign of a pediatric pharmacotherapy elective course to accommodate budget reductions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:206. [PMID: 22345725 PMCID: PMC3279042 DOI: 10.5688/ajpe7510206] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2011] [Accepted: 08/05/2011] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To redesign a pediatric elective pharmacotherapy course and determine whether the redesign resulted in changes in outcome measures. DESIGN Active learning activities were moved to an online format. Prerecorded lectures continued to be used. Peer evaluation was incorporated to give the students more feedback on their performance. ASSESSMENT; Presentation grades, average examination grades, course grades, and evaluation scores from each student who completed University course evaluations were documented for students during the 2 semesters before and the 2 semesters after the course redesign. Although for undetermined reasons a drop in examination grades occurred after the course redesign, no significant differences in presentation grades, final grades, or course evaluation grades occurred. CONCLUSIONS A strategic course redesign successfully reduced the costs and faculty time required to offer an elective course viewed as essential to the curriculum, allowing the course to be continued in the face of state budget cuts.
Collapse
|
134
|
Ried LD. A model for curricular quality assessment and improvement. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:196. [PMID: 22345715 PMCID: PMC3279014 DOI: 10.5688/ajpe7510196] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2010] [Accepted: 08/14/2011] [Indexed: 05/30/2023]
Abstract
The article describes a systematic assessment model and its potential application to a college's ongoing curricular assessment activities. Each component of the continuous quality improvement model is discussed, including (1) the definition of a competent practitioner, (2) development of the core curricular competencies and course objectives, (3) students' baseline characteristics and educational attainment, (4) implementation of the curriculum, (5) data collection about the students' actual performance on the curriculum, and (6) reassessment of the model and curricular outcomes. Over time, faculty members involved in curricular assessment should routinely reassess the rationale for selecting outcomes; continually explore reliable and valid methods of assessing whether students have reached their learning goals; get legitimate support for assessment activities from faculty members and administration; routinely review curricular content related to attitudinal, behavioral, and knowledge-learning outcomes; and determine what to do with the collected assessment data.
Collapse
|
135
|
Fox BI, McDonough SL, McConatha BJ, Marlowe KF. Establishing and maintaining a satellite campus connected by synchronous video conferencing. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:91. [PMID: 21829265 PMCID: PMC3142980 DOI: 10.5688/ajpe75591] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2010] [Accepted: 03/06/2011] [Indexed: 05/26/2023]
Abstract
Pharmacy education has experienced substantial growth in the number of new schools and existing schools establishing satellite campuses. Several models have previously been used to connect primary and satellite campuses. We describe the Auburn University Harrison School of Pharmacy's (AUHSOP's) experiences using synchronous video conferencing between the Auburn University campus in Auburn and a satellite campus in Mobile, Alabama. We focus on the technology considerations related to planning, construction, implementation, and continued use of the various resources that support our program. Students' perceptions of their experiences related to technology also are described.
Collapse
|
136
|
Jiang JH, Liu Y, Wang YJ, Liu X, Yang M, Zeng Y, Deng P, Li QG. Clinical pharmacy education in China. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:57c. [PMID: 21655413 PMCID: PMC3109812 DOI: 10.5688/ajpe75357c] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
|
137
|
Offiong CY, Oji VU, Bunyan W, Lewis JA, Moore C, Olusanya OA. The role of colleges and schools of pharmacy in the advent of Healthy People 2020. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:56. [PMID: 21655410 PMCID: PMC3101208 DOI: 10.5688/ajpe75356] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2010] [Accepted: 09/15/2010] [Indexed: 05/27/2023]
Abstract
As the need for more experiential sites increases, colleges and schools of pharmacy should consider innovative and strategic approaches to expansion including adding programs that would address the target areas emphasized by Healthy People 2020. Healthy People 2020 encompasses the following areas: adolescent health, early and middle childhood, genomics, global health, health information technology, healthcare-associated infections, hearing and other sensory or communicating disorders (ear, nose, throat-voice, speech and language), weight status, older adults, quality of life and well-being, and social determinants of health. Academic leaders should consider what role exists for pharmacy practice in these areas and focus future program and curriculum development on Healthy People 2020 topic areas.
Collapse
|
138
|
Fox BI, Andrus M, Hester EK, Byrd DC. Selecting a clinical intervention documentation system for an academic setting. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:37. [PMID: 21519426 PMCID: PMC3073112 DOI: 10.5688/ajpe75237] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2010] [Accepted: 12/06/2010] [Indexed: 05/30/2023]
Abstract
Pharmacists' clinical interventions have been the subject of a substantial body of literature that focuses on the process and outcomes of establishing an intervention documentation program within the acute care setting. Few reports describe intervention documentation as a component of doctor of pharmacy (PharmD) programs; none describe the process of selecting an intervention documentation application to support the complete array of pharmacy practice and experiential sites. The process that a school of pharmacy followed to select and implement a school-wide intervention system to document the clinical and financial impact of an experiential program is described. Goals included finding a tool that allowed documentation from all experiential sites and the ability to assign dollar savings (hard and soft) to all documented interventions. The paper provides guidance for other colleges and schools of pharmacy in selecting a clinical intervention documentation system for program-wide use.
Collapse
|
139
|
Martínez Sánchez ADLM. Bachelor of pharmacy degree in Cuba: new educational challenges. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:13d. [PMID: 21451767 PMCID: PMC3049654 DOI: 10.5688/ajpe75113d] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
|
140
|
Wilson RC. Address of the President of the American Association of Colleges of Pharmacy at Dallas, Texas, August 24, 1936. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2011; 75:18. [PMID: 21451772 PMCID: PMC3049659 DOI: 10.5688/ajpe75118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
|
141
|
Chyka PA, Earl MF. Determining student-faculty ratios and faculty scholarship levels/rates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:193b-193c. [PMID: 21436935 PMCID: PMC3058457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
|
142
|
Thompson DF. Determining student-faculty ratios and faculty scholarship levels/rates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:193a-193c. [PMID: 21436934 PMCID: PMC3058433] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
|
143
|
Hammer D, Piascik P, Medina M, Pittenger A, Rose R, Creekmore F, Soltis R, Bouldin A, Schwarz L, Scott S. Recognition of teaching excellence. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:164. [PMID: 21301598 PMCID: PMC2996754 DOI: 10.5688/aj7409164] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2009] [Accepted: 06/27/2010] [Indexed: 05/22/2023]
Abstract
The 2008-2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs.
Collapse
|
144
|
Vlasses PH. Reflections on a decade of progress in pharmacy education: reasons for celebration. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:174. [PMID: 21301608 PMCID: PMC2996764 DOI: 10.5688/aj7409174] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
|
145
|
Bosso JA, Chisholm-Burns M, Nappi J, Gubbins PO, Ross LA. Benchmarking in academic pharmacy departments. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:140. [PMID: 21179251 PMCID: PMC2987280 DOI: 10.5688/aj7408140] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2010] [Accepted: 06/02/2010] [Indexed: 05/30/2023]
Abstract
Benchmarking in academic pharmacy, and recommendations for the potential uses of benchmarking in academic pharmacy departments are discussed in this paper. Benchmarking is the process by which practices, procedures, and performance metrics are compared to an established standard or best practice. Many businesses and industries use benchmarking to compare processes and outcomes, and ultimately plan for improvement. Institutions of higher learning have embraced benchmarking practices to facilitate measuring the quality of their educational and research programs. Benchmarking is used internally as well to justify the allocation of institutional resources or to mediate among competing demands for additional program staff or space. Surveying all chairs of academic pharmacy departments to explore benchmarking issues such as department size and composition, as well as faculty teaching, scholarly, and service productivity, could provide valuable information. To date, attempts to gather this data have had limited success. We believe this information is potentially important, urge that efforts to gather it should be continued, and offer suggestions to achieve full participation.
Collapse
|
146
|
Devraj R, Butler LM, Gupchup GV, Poirier TI. Active-learning strategies to develop health literacy knowledge and skills. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:137. [PMID: 21179248 PMCID: PMC2987277 DOI: 10.5688/aj7408137] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2010] [Accepted: 05/28/2010] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To implement active-learning exercises in a required pharmacy course and assess their impact on students' knowledge and confidence in identifying and communicating with patients with low health literacy, as part of a required course in cultural competency, health literacy, and health beliefs. DESIGN Active-learning activities including administering health literacy assessments, identifying informal signs of low health literacy, conducting mock patient counseling sessions, rating the readability of drug information, analyzing information in drug advertisements, and writing patient education materials were incorporated into the 6-sesssion health literacy portion of the course. ASSESSMENT A pretest and posttest showed that students' knowledge of health literacy increased, and a retrospective pretest found improvement in students' confidence in their ability to care for patients with low health literacy. In-class discussions provided informal evidence that students gained new knowledge from the active-learning activities. CONCLUSION The addition of active-learning activities was effective in teaching health literacy concepts to pharmacy students.
Collapse
|
147
|
Benavides S, Garcia AS, Caballero J, Wolowich WR. The impact of student-faculty ratio on pharmacy faculty scholarship. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:138. [PMID: 21179249 PMCID: PMC2987278 DOI: 10.5688/aj7408138] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2009] [Accepted: 06/02/2010] [Indexed: 05/26/2023]
Abstract
OBJECTIVE To determine the relationship and impact of student-faculty ratio on scholarship of pharmacy faculty members. METHODS The number and rank of faculty members, pharmacy program characteristics, and faculty productivity data were collected to determine the impact of student-faculty ratio on faculty scholarship. RESULTS Faculty scholarship was not predicted by student-faculty ratio. Factors impacting positively on faculty productivity included National Institutes of Health funding; presence of clinical associate professors, instructors, and lecturers; and programs located in public universities. CONCLUSIONS Faculty productivity is not related to the student-faculty ratio, wherein more faculty members and fewer students equates to increased scholarship. However, public universities may have different infrastructures which are associated with greater academic productivity compared to private institutions. Additionally, utilizing instructors and clinical or nontenure-track faculty members can significantly increase scholarship among faculty members.
Collapse
|
148
|
Kjos AL, Miesner A, Chesnut R. Why certain types of technology have been "banned". AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:152b-152c. [PMID: 21179263 PMCID: PMC2987293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
|
149
|
Farley JF, Wang CC, Blalock SJ. The status of PhD education in economic, social, and administrative sciences between 2005 and 2008. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:126. [PMID: 21088732 PMCID: PMC2972521 DOI: 10.5688/aj7407126] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2010] [Accepted: 04/14/2010] [Indexed: 05/30/2023]
Abstract
OBJECTIVES To describe the funding, education, enrollment, and graduation patterns from economic, social, and administrative sciences PhD programs in colleges and schools of pharmacy in the United States. METHODS Economic, social, and administrative sciences PhD programs were identified from the American Association of Colleges of Pharmacy (AACP) Web site. A 41-item online survey instrument was sent to the director of graduate studies of each identified program. Only programs offering a PhD degree were included in the study. RESULTS Of the 26 programs surveyed, 20 (77%) provided useable responses to the survey instrument. Approximately 91% of PhD programs guarantee funding to incoming students with an average commitment of 2.9 years. On average, students were paid a stipend of $18,000 per year for commitments to research and teaching assistantships, each averaging approximately 2 years in length. Programs admitted an average of 3.5 students per year and graduated approximately 85% of entering students. The majority of students are non-US citizens and accept positions in either academic or industrial positions after graduation. CONCLUSIONS Most economic, social, and administrative sciences PhD programs guarantee funding to incoming PhD candidates. Programs offering funding packages significantly below the average may be at a competitive disadvantage. It is unclear whether the number of students graduating from PhD programs is adequate to fulfill academic and industrial needs.
Collapse
|
150
|
Harrison LC, Congdon HB, DiPiro JT. The status of US multi-campus colleges and schools of pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2010; 74:124. [PMID: 21088729 PMCID: PMC2972518 DOI: 10.5688/aj7407124] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2010] [Accepted: 05/03/2010] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To assess the current status of multi-campus colleges and schools of pharmacy within the United States. METHODS Data on multi-campus programs, technology, communication, and opinions regarding benefits and challenges were collected from Web sites, e-mail, and phone interviews from all colleges and schools of pharmacy with students in class on more than 1 campus. RESULTS Twenty schools and colleges of pharmacy (18 public and 2 private) had multi-campus programs; 16 ran parallel campuses and 4 ran sequential campuses. Most programs used synchronous delivery of classes. The most frequently reported reasons for establishing the multi-campus program were to have access to a hospital and/or medical campus and clinical resources located away from the main campus and to increase class size. Effectiveness of distance education technology was most often sited as a challenge. CONCLUSION About 20% of colleges and schools of pharmacy have multi-campus programs most often to facilitate access to clinical resources and to increase class size. These programs expand learning opportunities and face challenges related to technology, resources, and communication.
Collapse
|