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Koh-Knox Sharp CP, Shepler BM, Jaiswal A. Assessing learning gains of pharmacy students in communications, ways of thinking, and intercultural skills through self-assessment. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:281-290. [PMID: 38171976 DOI: 10.1016/j.cptl.2023.12.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 12/20/2023] [Accepted: 12/22/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND AND PURPOSE Intercultural and Global Health Issues was developed to address learning outcomes in communication, ways of thinking, intercultural personal skills, and intercultural knowledge. The aim of this study was to assess learning gains of pharmacy students through self-assessment. EDUCATIONAL ACTIVITY AND SETTING Course design, learning outcomes, objectives, and activities were created to meet the expected educational outcomes. A revised rubric was created from the American Association of Colleges and Universities (AACU) Valid Assessment of Learning in Undergraduate Education rubrics on Intercultural knowledge, Information literacy, and Creative thinking. Students completed self-assessments at the beginning and end of the course. Ward hierarchical clustering, paired sample t-tests, and independent t-tests analyzed multidimensional data in two clusters. FINDINGS Cluster 1 (C1) students reported pre-course capstone performances for cultural self-awareness, problem solving, and access and use of information ethically and legally. Post-course scores for C1 students statistically increased for all AACU domains reaching capstone performances for intercultural competence, creative thinking, and information literacy. Cluster 2 (C2) students reported capstone performance levels for all AACU domains from the beginning to the end of the course. All students reported achievement of self-efficacy, creative thinking, and cultural competency at the end of the course. There was no statistically significant difference in course learning outcome scores for C1 and C2 students. SUMMARY Students achieved embedded learning outcomes of ways of thinking, communication, interpersonal skills, and intercultural knowledge as demonstrated from self-assessments. Course activities aided students' demonstration of self-efficacy, creative thinking, and intercultural knowledge.
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Affiliation(s)
- Cynthia P Koh-Knox Sharp
- Clinical Associate Professor of Pharmacy Practice, Purdue University College of Pharmacy, 575 Stadium Mall Drive, RHPH 373, West Lafayette, IN 47907, United States.
| | - Brian M Shepler
- Department of Pharmacy Practice, Purdue University College of Pharmacy, 575 Stadium Mall Drive, RHPH 370, West Lafayette, IN 47907, United States.
| | - Aparajita Jaiswal
- Intercultural Research Specialist, Purdue University Center for Intercultural Learning, Mentorship, Assessment, and Research (CILMAR), Young Hall, Suite 120, West Lafayette, IN 47907, United States.
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Cox SR, Brownfield A. Unleashing the Power of the Right Brain. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8904. [PMID: 35277381 PMCID: PMC10159612 DOI: 10.5688/ajpe8904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 03/07/2022] [Indexed: 05/06/2023]
Abstract
We envision a paradigm shift where our profession no longer follows but leads the charge to develop a whole mind approach in our pharmacists. Left brain skills remain critical but are no longer sufficient to combat the current threats of abundance, automation, and outsourcing within the pharmacy landscape. It is vital that pharmacists be skilled problem solvers and empathizers. We must capitalize on characteristics that make pharmacists essential while innovating new opportunities and jobs. We call on the Academy to reimagine curricular design and offer deliberate messaging and modeling that fosters a higher priority on right brain skill development.
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Affiliation(s)
- Sarah R Cox
- University of Missouri-Kansas City, School of Pharmacy. Columbia, Missouri
| | - Angela Brownfield
- University of Missouri-Kansas City, School of Pharmacy. Columbia, Missouri
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Klausner EA, Persky AM. An Integrative Review of Approaches Used to Assess Course Interventions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8896. [PMID: 35086841 PMCID: PMC10159610 DOI: 10.5688/ajpe8896] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Accepted: 01/21/2022] [Indexed: 05/06/2023]
Abstract
Objective. The objectives of this review are to describe the utility of approaches used for the assessment of course interventions in pharmacy education and to provide recommendations that may guide faculty members in their scholarship of teaching and learning (SoTL) efforts that encompass assessment of course interventions.Findings. Thirty-four articles that included educational interventions published between 2016 and 2020 in the American Journal of Pharmaceutical Education and Currents in Pharmacy Teaching and Learning were selected for analysis. Those articles used various approaches for the assessment of course interventions. In the order of decreasing frequency of use, those methods were surveys, student academic performance, student evaluations, mixed quantitative and qualitative methods, pre- and posttest, and learning analytics.Summary. The use of more than one assessment approach, ie, triangulation, and multiple student cohorts are advantageous. When multiple cohorts are used, it is beneficial to present the students' demographic information. Student academic performance should be part of an assessment of course interventions whenever relevant. Surveys about student perceptions and confidence may contribute to the assessment of course interventions. However, since the information collected is subjective and is usually unrelated to student learning, such an approach should be coupled with other assessment approaches that reflect student learning, such as academic performance and/or a pre- and a posttest. Depending on the research question, qualitative methods and learning analytics may also be a part of the assessment of course interventions.
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Affiliation(s)
| | - Adam M Persky
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Kruger JS, Doloresco F, Maerten-Rivera J, Zafron ML, Borden H, Fusco NM. An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8852. [PMID: 35101858 PMCID: PMC10159603 DOI: 10.5688/ajpe8852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 01/26/2022] [Indexed: 05/06/2023]
Abstract
Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team.Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint.Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate=95%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving.Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas.
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Affiliation(s)
- Jessica S Kruger
- University at Buffalo, School of Public Health and Health Professions, Buffalo, New York
| | - Fred Doloresco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Jaime Maerten-Rivera
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | | | - Hadar Borden
- University at Buffalo Blackstone LaunchPad, Buffalo, New York
| | - Nicholas M Fusco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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Diec S, Patel PH, Samuel NG, Hernandez-Munoz JJ. Student perceptions of non-technical skills development during advanced pharmacy practice experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1510-1516. [PMID: 34799067 DOI: 10.1016/j.cptl.2021.09.016] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 06/29/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION In today's workforce, non-technical skills (NTS) are essential in determining an employee's ability to fit into an organization. However, it is unknown whether pharmacy students consider these skills essential to their future work or believe they are sufficiently trained. Therefore, this study evaluated student perceptions of the value of NTS as a pharmacist and their satisfaction with NTS training. METHODS A 45-item survey was distributed to 111 fourth-year pharmacy students at Texas A&M College of Pharmacy in March 2019. Given the diverse nature of NTS, this study collected student perceptions about the 2016 Accreditation Council for Pharmacy Education Standard 4 Key Elements: self-awareness, leadership, innovation, and professionalism. Results were analyzed utilizing descriptive statistics. RESULTS Approximately 84% (n = 93) of students completed the survey. More students perceived professionalism as an important skill to have, followed by leadership, self-awareness, and innovation. Similar results were shown with students' satisfaction with NTS training. Also, results highlighted that students' satisfaction level with their NTS training and their belief regarding their strengths relied on two factors: the number of advanced pharmacy practice experiences (APPEs) where NTS training occurred and the amount of time spent practicing the NTS. CONCLUSION These data add to the existing literature to support NTS training in experiential pharmacy education. While APPEs should not be the only setting where these skills are practiced in the curriculum, our study's findings may further guide curricular priorities and assessment strategies for NTS in the experiential setting.
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Affiliation(s)
- Sandy Diec
- Pharmacy Practice and Translational Research, University of Houston College of Pharmacy, 4849 Calhoun, Houston, TX 77204.
| | - Pooja H Patel
- Pharmacy Practice, Texas A&M Irma Lerma Rangel College of Pharmacy, 2121 W. Holcombe Blvd, Houston, TX 77030, United States.
| | - Nephy G Samuel
- Pharmacy Practice, Texas A&M Irma Lerma Rangel College of Pharmacy, 159 Reynolds Medical Building, College Station, TX 77843, United States.
| | - Jose J Hernandez-Munoz
- Pharmaceutical Sciences, Texas A&M Irma Lerma Rangel College of Pharmacy, 159 Reynolds Medical Building, College Station, TX 77843, United States.
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Portillo EC, Rothbauer K, Meyer J, Look K, Wopat M, Gruber S, Dunkerson F, Lehmann M, Wagner E, Seckel E. Impact of a novel project management course sequence on innovative thinking in pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:982-991. [PMID: 34294264 DOI: 10.1016/j.cptl.2021.06.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 01/29/2021] [Accepted: 06/08/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND As healthcare continues to become more complex, pharmacist innovators have worked to advance the profession and expand the role of the pharmacist on the healthcare team. Accreditation standards for schools of pharmacy recognize the importance of developing future pharmacist innovators capable of making positive change in the profession, but there are limited resources available on how to best instill innovative thinking in student pharmacists. EDUCATIONAL ACTIVITY A two-semester elective course sequence was created for third-year doctor of pharmacy students requiring completion of a longitudinal quality improvement project at a partnering health system. Students collaborated with key stakeholders to design a project plan and charter, identify deliverables, and deliver project results. Innovative thinking was assessed using a mixed methods approach including questionnaires with forced choice and open response items, focus group data, and semi-structured interviews. Each questionnaire item mapped specifically to an element of a validated model for employee innovation. From the beginning to the end of the course sequence, there were significant improvements in student-perceived project management self-efficacy and innovative thinking. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY Student learning outcomes and the course structure mapped closely with a validated model of innovative behavior, demonstrating the effectiveness of utilizing project management to instill innovative thinking in student pharmacists. These findings support the concept that innovative thinking can be taught in pharmacy didactic curricula by situating students in the environment of real-world pharmacy practice.
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Affiliation(s)
- Edward C Portillo
- University of Wisconsin-Madison School of Pharmacy, 777 Highland Ave, Madison, WI 53705, United States.
| | - Katherine Rothbauer
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Jodi Meyer
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Kevin Look
- University of Wisconsin-Madison School of Pharmacy, 777 Highland Ave, Madison, WI 53705, United States.
| | - Maria Wopat
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Stephanie Gruber
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Frederick Dunkerson
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Molly Lehmann
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Erica Wagner
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
| | - Ellina Seckel
- William S. Middleton Veterans Affairs Hospital, 2500 Overlook Terrace, Madison, WI 53705, United States.
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Shaikh NF, Nili M, Dwibedi N, Madhavan SS. Initial Validation of an Instrument for Measuring Entrepreneurial and Intrapreneurial Intentions in Student Pharmacists. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7624. [PMID: 32773822 PMCID: PMC7405298 DOI: 10.5688/ajpe7624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Accepted: 09/29/2019] [Indexed: 05/12/2023]
Abstract
Objective. To develop a questionnaire for measuring entrepreneurial and intrapreneurial intentions among student pharmacists and to identify characteristics and personality traits that are associated with these intentions. Methods. A 105-item survey instrument was developed and administered to all Doctor of Pharmacy (PharmD) students (incoming to third year) at a large public university. It consisted of nine scales pertaining to entrepreneurism including previously validated and some newly developed scales adapted for use among student pharmacists. Data analysis consisted of factor analysis to determine scale constructs, reliability assessment, and systematic item-reduction analysis. Multiple linear regression and structural equation modeling was used to determine and confirm the association of personality traits and demographic characteristics with entrepreneurial and intrapreneurial intentions. Results. Of 289 students surveyed, 286 useable survey instruments were included in the analysis. Factor analysis was conducted for each scale, and items that did not load on their theorized factor or had cross-loadings above the permissible limits were removed, reducing the survey to 69 items. Findings demonstrated that gender, joint degree program, and autonomy were significant predictors of entrepreneurial intentions, and achievement motivation, leadership self-efficacy, and problem-solving were significant predictors of intrapreneurial intentions. Conclusion. A multi-dimensional questionnaire to measure entrepreneurial and intrapreneurial intentions of student pharmacists was developed and a few key predictors of such intentions were identified. When fully validated, the questionnaire may be used in pharmacy schools for several purposes, including in the PharmD admission process to gain additional insights into a student's potential to become a future innovative entrepreneurial or intrapreneurial practitioner.
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Affiliation(s)
| | - Mona Nili
- West Virginia University School of Pharmacy, Morgantown, West Virginia
| | - Nilanjana Dwibedi
- West Virginia University School of Pharmacy, Morgantown, West Virginia
| | - S. Suresh Madhavan
- University of North Texas, System College of Pharmacy, Fort Worth, Texas
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Alsharif NZ. The Need for Disruptive Innovation in Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:837719. [PMID: 32001900 PMCID: PMC6983906 DOI: 10.5688/ajpe837719] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 08/09/2019] [Indexed: 05/22/2023]
Abstract
Disruptive innovation became a buzz phrase in the mid-1990s in the business world. In this commentary, the application of this term to pharmacy within the context of the current status of pharmacy education and practice, highlighting barriers, discussing requirements, and identifying implications for future innovative opportunities in pharmacy is discussed.
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Affiliation(s)
- Naser Z Alsharif
- Creighton University, School of Pharmacy and Health Professions, Omaha, Nebraska
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Mattingly TJ, Mullins CD, Melendez DR, Boyden K, Eddington ND. A Systematic Review of Entrepreneurship in Pharmacy Practice and Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7233. [PMID: 31065169 PMCID: PMC6498207 DOI: 10.5688/ajpe7233] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2018] [Accepted: 08/20/2018] [Indexed: 05/13/2023]
Abstract
Objective. To review literature pertaining to entrepreneurship in pharmacy practice, education, and the knowledge, skills, and attitudes (KSAs) identified for pharmacist entrepreneurs. Findings. In terms of pharmacy practice, entrepreneurship was most frequently identified with innovation and creativity to develop new opportunities for pharmacists. The most frequent role for entrepreneurship in pharmacy education was related to schools putting a greater emphasis on innovation, creativity, or divergent thinking. Risk-taking and creativity/innovation were the most frequently identified KSAs, with 17 (63.0%) manuscripts mentioning these as important for a pharmacist entrepreneur. Other KSAs pertaining to pharmacy entrepreneurship that were mentioned in the articles included self-starter, management, proactivity, communication, strategic planning, positivity, decision-making, teamwork, versatility, marketing, critical thinking, competitiveness, proposal development, numeracy, technology, self-reflection, persistence, social responsibility, and cultural competence. Summary. No consensus for entrepreneurship in pharmacy practice or education currently exists. In order to improve instructional design and assessment for pharmacy entrepreneurship education, a core set of KSAs for a pharmacist entrepreneur construct must be identified. The most commonly cited KSAs in related literature that are not already part of the Accreditation Council for Pharmacy Education standards include risk-taking, strategic planning, marketing, competitiveness, and social responsibility. These may serve as a starting point for enhancing pharmacy curricula to embrace pharmacist entrepreneurship.
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Affiliation(s)
- T Joseph Mattingly
- University of Maryland School of Pharmacy, Baltimore, Maryland
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | | | - Kenneth Boyden
- University of Maryland School of Pharmacy, Baltimore, Maryland
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Fjortoft N, Gettig J, Verdone M. Teaching Innovation and Creativity, or Teaching to the Test? AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:7423. [PMID: 30643319 PMCID: PMC6325465 DOI: 10.5688/ajpe7423] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2018] [Accepted: 12/02/2018] [Indexed: 05/30/2023]
Affiliation(s)
- Nancy Fjortoft
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
- Associate editor, American Journal of Pharmaceutical Education
| | - Jacob Gettig
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
| | - Melinda Verdone
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
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Crass RL, Romanelli F. Curricular Reform in Pharmacy Education Through the Lens of the Flexner Report of 1910. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6804. [PMID: 30323394 PMCID: PMC6181160 DOI: 10.5688/ajpe6804] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Accepted: 06/05/2018] [Indexed: 05/21/2023]
Abstract
Abraham Flexner's 1910 report on medical education in the United States (US) and Canada propelled medical training forward into a contemporary renaissance. The report heralded many seismic changes that still resonate within medical and health professions education throughout the US. Today several factors are accelerating curricular reform within pharmacy education, including but not limited to accreditation standards, technologic advances, and student diversity. Despite the fact that Flexner's report is now over a century old, many of his observations and recommendations regarding education are as pertinent and timely today as they were in 1910. This commentary will discuss and reflect upon curricular reform in pharmacy education as it contrasts with some of the observations, findings, and recommendations of Flexner's 1910 report.
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Affiliation(s)
- Ryan L. Crass
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Frank Romanelli
- University of Kentucky College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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