Characterization of the novel HLA-B*57:169 allele by next generation sequencing.

HLA-B*57:169 differs from HLA-B*57:01:01:12 by one nucleotide substitution at position 2512, codon 320 located in exon 6.

Characterization of the novel HLA-DPB1*04:02:01:40 allele by Oxford nanopore sequencing (ONT) technology.

Full-length sequence of HLA-DPB1*04:02:01:40 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Full genomic sequence of the HLA-DRB3*03:46 allele identified by third generation sequencing.

Full-length sequence of HLA-DRB3*03:46 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Full genomic sequence of the HLA-DPA1*01:115 allele identified by next generation sequencing.

Full-length sequence of HLA-DPA1*01:115 covers the 5'-untranslated region (UTR), all introns and exons and the 3'-UTR.

Characterization of the novel HLA-DPA1*02:03:05 allele by next generation sequencing.

HLA-DPA1*02:03:05 differs from HLA-DPA*02:03:04 by three nucleotide substitution located in exon 3.

Characterization of the novel HLA-A*32:172 allele by next generation sequencing.

HLA-A*32:172 differs from HLA-A*32:01:01:01 by one nucleotide substitution at position 1013, codon 314 located in exon 6.

Invega Hafyera (Paliperidone Palmitate): Extended-Release Injectable Suspension for Patients With Schizophrenia.

Objective: The objective of this study was to describe the safety, efficacy, and potential role in therapy of once in 6 months paliperidone palmitate formulation (PP6M; Invega Hafyera). PP6M is a long-acting injectable antipsychotic recently approved by the Food and Drug Administration (FDA) for the treatment of schizophrenia. Data Sources: A PubMed literature search was conducted using the following terms: paliperidone palmitate and long-acting antipsychotic injections (January 1, 2017, to November 1, 2022). FDA product labeling was also reviewed for pertinent data. Study Selection and Data Extraction: All relevant English-language articles focused on the efficacy and safety of PP6M were considered for inclusion. Data Synthesis: A multicenter, randomized, active controlled relapse prevention noninferiority study showed that PP6M is comparable to paliperidone palmitate once in 3 months formulation (PP3M) in terms of efficacy and safety in clinically stable schizophrenia patients. Place in Therapy: PP6M is indicated in the treatment of adult patients with schizophrenia, who need treatment over a prolonged period. It improves adherence and decreases the rate of relapse and hospitalizations among patients with schizophrenia. It is useful for patients who may have difficulty accessing health care or would prefer the convenience of less frequent injections. Conclusion: PP6M with its long duration of action and lowered frequency of administration (once every 6 months) expands the therapeutic choices available to patients with schizophrenia. More studies in patients with schizophrenia with PP6M, and perhaps other mental illnesses (eg, schizoaffective disorder), are required to fully elucidate the therapeutic potential of PP6M.

Full-length genomic sequence of HLA-DQA1*02:19 by next generation sequencing.

Full-length sequence of HLA-DQA1*02:19 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Characterization of the novel HLA-DPA1*01:144 allele by next generation sequencing.

HLA-DPA1*01:144 differs from HLA-DPA*01:03:01:04 by one nucleotide substitution at position 44, codon-17 located in exon 1.

Characterization of the novel HLA-C*05:01:72 allele by next generation sequencing.

Full-length sequence of HLA-C*05:01:72 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Full genomic sequence of the HLA-DRB3*02:32 allele by Single Molecule Real-time Sequencing Technology.

Full-length sequence covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Characterization of the novel HLA-DPA1*02:72 allele by next generation sequencing.

HLA-DPA1*02:72 differs from HLA-DPA1*02:02:02:01 by one nucleotide substitution at position 4273, codon 86 located in exon 3.

Full genomic sequence of the HLA-DRB3*02:22:01 allele by single molecule real-time sequencing technology.

Full-length sequence covers the 5'-untranslated region (UTR), all introns and exons, and the 3' UTR.

Full genomic sequence of the HLA-DPA1*02:46 allele identified by next generation sequencing.

Full-length sequence of HLA-DPA1*02:46 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Full genomic sequence of the HLA-C*07:308 allele identified by next generation sequencing.

Full-length sequence of HLA-C*07:308 covers the 5'-untranslated region (UTR), all introns and exons and the 3' UTR.

Full genomic sequence of the HLA-C*15:02:03 allele identified by next generation sequencing.

Full-length sequence of HLA-C*15:02:03 covers all introns and exons and the 3' UTR.

A novel allele, HLA-DPA1*01:87Q identified by next generation sequencing.

A point mutation in Exon 1, 1-3 (ATG>ACG) causes a non-synonymous change to the start codon, which may affect expression.

Participants' perceptions of a residency teaching certificate program: the quality, impact and benefits.

BACKGROUND: Currently, there are no accreditation requirements for pharmacy resident teaching certificate programs (RTCPs) but rather suggested guidelines and documents for individual programs to follow. RTCP curriculums are often "handed-down" from past personnel and vary based on individual interpretation. Quality improvement may be overlooked when programs do not report to governing bodies. OBJECTIVE: The primary objective of this quality improvement project was threefold: 1) to identify past RTCP participants' perceptions regarding program seminars, activities, and requirements; 2) to determine the short-term and long-term impact on participant careers and interaction with learners; and 3) to improve the program to meet participants' needs. METHODS: A 25 item Qualtrics survey was sent to 93 past pharmacy residents who completed the RTCP. Delivery of the survey was confirmed to 89 previous residents. Participants provided consent and were given 12 days to complete the survey. Data was collected and coded by the research team independently. RESULTS: The participants hold positions in a variety of roles, with 68.3% of participants currently holding a non-academia position. The top five most beneficial activities during the RTCP were: giving a large room lecture, facilitating small group learning, developing test questions, delivering professional CE, and meeting with their teaching mentor. Most seminar topics were beneficial to residents during the RTCP, with over two-thirds of the topics (n=23) found beneficial by at least 90% of the participants. A total of 92.9% of respondents said that the most beneficial aspect of having an assigned mentor was the teaching advice and feedback provided. CONCLUSIONS: The perceptions and beliefs of past RTCP participants were obtained regarding how beneficial the programming, activities, and mentorship offered were during and after RTCP completion. Quality improvement ideas from this work include redistribution of time in seminars compared to hands-on activities, the adoption of tracks or concentrations within the RTCP, and the creation of mentor training and development.

Training upcoming academicians through interviews of pharmacy resident teaching certificate leaders.

BACKGROUND: Discovering methods of Residency Teaching Certificate Programs (RTCPs) will allow for collaboration in developing best practices to ensure both high quality of programming and outcomes for participants. OBJECTIVE: The primary objective of this project is to describe and compare how RTCPs are conducted in the state of Ohio. Secondarily, to identify current practices in assessing RTCPs in both programmatic effectiveness and individual resident teaching outcomes. METHODS: The seven coordinators of the seven Ohio RTCPs (n=7) were contacted via email and asked to participate in an IRB-approved interview, either in-person or telephonically. Standardized questions were developed to inquire about six categories of interest: demographics/background, administration/logistics, content, assessment of the resident, program financing, and program continuous quality improvement (CQI). All seven programs participated in interviews. Data was coded by multiple members of the research team for presentation in aggregate form. RESULTS: RTCPs include seminar days at the respective pharmacy colleges; however, the number, length, and content of seminars vary. The majority of programs (n=5) stated using inherited curriculum and materials passed down from previous coordinators. While each RTCP requires participants to submit a teaching portfolio, only three of seven programs assess the summative portfolios. All programs (n=7) award participants a certificate based on completion of requirements without a defined minimum performance standard. Two programs are collecting participant feedback after every session for CQI however no programs are completing an annual programmatic assessment of resident outcomes. The majority of coordinators (n=7) are interested in collaborating and sharing "best practices" between RTCPs in the state. CONCLUSIONS: Although published and available resources exist surrounding the development and delivery of RTCPs, in Ohio, their use varies greatly. The most striking outcomes highlighted the lack of resident and program assessment of outcomes in RTCPs. The research has brought forth ideas of ways to improve these programs through resident assessment, program assessment and also leads to reflection and innovation around the best way to deliver these programs.

Identifying and evaluating gaps in knowledge, skills, and qualities necessary for a career in academia.

INTRODUCTION: Due to demands for qualified faculty and educators, more pharmacy residency programs have adopted resident teaching certificate programs (RTCP). There is a lack of standardization and published research on what should be included in these programs. The primary objective of this study was to utilize an online survey to identify and evaluate perceived gaps in skills, qualities, and knowledge needed for a successful career in academia. METHODS: An IRB-approved Qualtrics® survey was developed and emailed to faculty at Ohio colleges of pharmacy in January 2018. RESULTS: Eighty of 299 total surveys (26.8%) were completed by faculty with representation from all seven colleges in Ohio. When asked to select from a provided list, the top five self-identified gaps in knowledge at the beginning of their career were: accreditation (80.56%), institutional finance (79.17%), programmatic assessment (79.17%), admissions/marketing (77.78%), and experiential site recruitment/retention (77.78%). However, when asked to list five gaps as a free response, the most common themes were tenure, teaching, research, curriculum, and work life balance/time management. Additional questions assessed skills, qualities, resources, and faculty development techniques. CONCLUSIONS: There are many identifiable gaps that participants recalled experiencing in their early years as a faculty member. The number of RTCPs is growing and RTCPs are often the only training residents receive in direct relation to academia and pedagogy. It is critical that RTCPs cover consistent content to expose residents to a career in academia and teach skills that residents need to successfully educate others.