Dual degree programs at the University of Kentucky College of Pharmacy

Characterization of doctor of pharmacy/health informatics dual degrees in the United States

INTRODUCTION

Health care is trending towards an increasing reliance on data management, technology, analytics, and automation which is also reflected in pharmacy education. This study aimed to identify and characterize doctor of pharmacy (PharmD)/master of science in health informatics (MSHI) dual-degree offerings at pharmacy institutions within the United States (US).

METHODS

A list of PharmD/MSHI programs was obtained from the American Association of Colleges of Pharmacy and the Pharmacy College Application Service. Furthermore, websites of the 143 accredited schools and colleges of pharmacy in the US were inspected to identify additional PharmD/MSHI dual degrees not identified with the previous sources and to verify that the dual degree was being actively offered at each institution. A 26-item questionnaire focusing on program structure, admissions, and output was developed and administered to program representatives via phone interview. Descriptive statistics were calculated.

RESULTS

Thirteen schools offering a PharmD/MSHI dual degree were identified, of which 10 participated (response rate = 77%). All programs were created within the last 10 years. Programs were similar in terms of admission requirements such as grade point average thresholds and standardized testing. Variances existed in program structure and output, such as accreditation status and number of enrollees/graduates.

CONCLUSIONS

Although health informatics has become more prominent in health care, health informatics education is not yet as pervasive in the pharmacy field. The information collected may be useful for schools considering implementing or modifying their own dual degree program or for students who are interested in health informatics-specialized educational opportunities.

Non-Doctoral and Dual Degree Offerings in US Pharmacy Schools

Objective. To determine the number and types of non-terminal degree programs offered at US schools and colleges of pharmacy. Methods. The websites of 136 schools and colleges of pharmacy that offered the Doctor of Pharmacy (PharmD) degree and were accredited by the Accreditation Council for Pharmacy Education were examined to see if they also offered any non-terminal degrees. The school web sites were also compared to identify any variations in degrees offered based on class size, institution type (public or private), and age of program. Results. Thirty programs did not offer any additional degree programs. Twenty-three schools (17%) offered a bachelor's degree(s) program, 17 of which were standalone Bachelor of Science programs, five were restricted availability or pass-through degrees and one offered both. Restricted availability is a bachelor's degree given to students who reach milestones in the PharmD program, but they must be in the PharmD program to receive the degree. Research-based and administrative-based master's degree programs were offered by 56 (41.1%) and 28 (20.6%) schools respectively. Finally, 92 (67.6%) schools offered dual degree programs where students could simultaneously earn their PharmD and an additional degree. Conclusion. Given the challenges that US pharmacy schools face with decreasing applicants and lower enrollment in PharmD programs, they may find this data helpful as they consider solutions such as adding additional degree programs.

Pharmacy students' perspectives on a PharmD/MPH dual degree program at a large metropolitan school of pharmacy

OBJECTIVE

To determine doctor of pharmacy (PharmD) students' perceptions of a PharmD and master of public health (MPH) dual degree program.

METHODS

A seven-item survey instrument was developed and distributed to students at a large metropolitan school of pharmacy during scheduled class time in April 2012.

RESULTS

Among the 611 students enrolled in the PharmD program, 447 (73%) responded. Of those who responded, 72.3% were either "very likely" or "likely" to consider enrolling in such a PharmD/MPH dual degree program, and 77.4% believed that it would be attractive to future students. The most commonly identified potential limitations to pursuing the dual degree were time commitment (19.9%), increased workload and stress (11.2%), and tuition cost (10.3%). The most notable advantages documented were increased job opportunities for public health-related pharmacy positions (26.9%), increased ability to serve patients and the community (13.4%), and increased marketability for future jobs (8.7%).

CONCLUSIONS

PharmD student participants demonstrated overall positive attitudes and interest towards a PharmD/MPH dual degree program.

The inclusion of a business management module within the master of pharmacy degree: a route to asset enrichment?

BACKGROUND

Over the past decade the profession of pharmacy has steadily evolved. The New Pharmacy Contract exposed pharmacists to a fundamental change in traditional pharmacy business models.

OBJECTIVE

This study will consider whether community pharmacists, pharmacy undergraduates and academic staff within the United Kingdom believe it would be beneficial to incorporate a business management module within the Master of Pharmacy (MPharm) undergraduate degree along with potential mechanisms of delivery.

METHODS

Further to ethical approval, the questionnaire was distributed to UK registered pharmacists (n=600), MPharm undergraduates (n=441) and academic staff at Liverpool John Moores University (n=44). The questions were formatted as multiple choice questions, Likert scales or the open answer type. On questionnaire completion and return, data were analysed using simple frequencies, cross tabulations and non-parametric techniques in the SPSS (v18).

RESULTS

The majority of pharmacists (84.9%) confirmed that business skills affect their everyday responsibilities to a considerable extent. A high proportion of undergraduate students (92.8%) believed that business management skills will impact on their future role. In total, 64.3% of this cohort declared that if a module were introduced they would study it. The majority of staff (79%) agreed that business skills are gaining increased importance within the field of pharmacy.

CONCLUSIONS

Data suggest that business skills are of relevance to the practice of pharmacy. Appropriate staff to deliver the taught material would include business owners / lecturers and teaching practitioners covering topics including management, leadership, interpersonal skills and regulation. We suggest the inclusion of a business module with the MPharm degree would be of great value in preparing individuals for practice within a modern day healthcare setting.

Redesign of a required undergraduate pharmacy management course to improve student engagement and concept retention

OBJECTIVE

To change the structure of a required pharmacy management course to make it more interactive and engaging for students.

DESIGN

The course is a required component of undergraduate curriculum and is completed over 2 semesters during the students' third year. Changes included requiring students to lead classroom discussions and complete a business plan in groups.

ASSESSMENT

A questionnaire centering on methods of delivery, course content, and outcomes was distributed in 2 academic years, with 74.7% of students responding. Even though the redesigned course required more time, there was strong support for the course among students because they realized the content contributed to their learning.

CONCLUSION

A major course redesign is a big commitment by faculty members, but if done through consultations with former and current students, it can be rewarding for all involved. Students overwhelmingly embraced the changes to the course as they realized the restructuring and the resulting increase in workload were necessary to raise the relevance of the course to their future professional practice.

Healthcare management education settings in the United States

Purpose

This paper aims to provide a history of graduate healthcare management education in the USA with an emphasis on the comparison of business schools and health science settings. It seeks to explain why different organizational cultures exist and how this affects education.

Design/methodology/approach

The approach relies on literature review and descriptive analysis using secondary data. Institutional economics helps provide perspective on different academic cultures and orientations.

Findings

Healthcare management education originated in the early twentieth century. Business schools at the University of Chicago and Northwestern were early pioneers. By mid‐century, schools of public health and medicine entered and came to dominate with strong graduate programs at Berkeley, Michigan and other leading universities. More recently, business schools have differentiated away from the generic MBA and expanded into this market. Advocates of health science settings commonly see healthcare as different from other forms of management. The externally funded model of medical education relying on patient and grant revenues dominates the health sciences. This can lead to preference for faculty who generate funds and a neglect of core academic areas that historically have not relied on grants and contracts.

Practical implications

This history of health management education provides insight for students, researchers, educators and administrators. It underscores comparative advantage of different academic settings.

Originality/value

This paper serves to fill a gap in the management literature. It provides history and perspective about academic settings not readily available.

Availability and perceived value of masters of business administration degree programs in pharmaceutical marketing and management

OBJECTIVES

To examine pharmacist-targeted master of business administration (MBA) degree programs and investigate pharmacists' perceptions regarding them.

METHODS

Specialized MBA programs in pharmaceutical marketing and management offered at US colleges and schools of pharmacy were identified in the literature and compared. Pharmacists' perceptions of MBA programs were evaluated through a survey of clinical preceptors affiliated with a school of pharmacy.

RESULTS

Seven US universities that offer an MBA program in pharmaceutical marketing and management were identified. Thirty-three percent of the 57 pharmacist preceptors who responded to the survey reported plans to pursue an MBA degree program. Respondents preferred MBA programs related to healthcare or pharmacy (66%) over general MBA programs (33%).

CONCLUSION

An MBA in pharmaceutical marketing and management could provide pharmacists with advanced knowledge of the operational and strategic business aspects of pharmacy practice and give pharmacy graduates an advantage in an increasingly competitive job market.