The actual conditions of traditional Japanese Kampo education in all the pharmacy schools in Japan: a questionnaire survey after the enforcement of the new national 2015 core curriculum.

BACKGROUND: To investigate the present status of Kampo education, which has still not been elucidated, after the introduction of the new core national curriculum of 2015 into nationwide pharmacy education, in all 74 pharmacy schools in Japan. METHODS: A postal questionnaire survey was conducted from August 2015 to January 2016. The completed questionnaires were returned by mail. Web-based syllabi were also investigated to ascertain the detailed lecture curricula in each school. Descriptive analyses were conducted without statistics. RESULTS: A total of 74 questionnaires were collected (response rate, 100%). In 2015, the numbers of clinical Kampo classes as required subjects during the 6 years of regular pharmacy school education ranged from 0 to 36 (median, 13; mean, 11.8 ± 7.6). Of the 74 schools, 49 schools (66%) provided Kampo education from a clinical standpoint. Pharmacists employed in pharmacies and physicians taught most of these classes. The major problems to be solved first are: selecting and retaining teachers to teach clinical Kampo medicine (43 of 74 schools, 58%), preparing standard textbooks (37 schools, 50%), and improving the environment for practical Kampo training (30 schools, 41%). CONCLUSIONS: Curricula for teaching Kampo medicine significantly differ at each of the 74 Japanese pharmacy schools. In addition to selecting teachers who can adequately teach clinical Kampo medicine, improving training environments, and nationwide standardization of the curricula and textbooks are critical.

Curious minds to aspiring pharmacists: Impact of high school outreach on pharmacy knowledge and interest.

OBJECTIVE: To analyze the impact of a pharmacy student delivered presentation on prospective rural high school students' interest toward the pharmacy profession and knowledge regarding a career in pharmacy. METHODS: Presentations about applying to pharmacy school, the Doctor of Pharmacy degree, and pharmacist careers were given at ten high schools across North Dakota and Minnesota by third year pharmacy students attending North Dakota State University. Each pharmacy student presenter received training to ensure that all high school students received clear and consistent information. A pre-post survey was used to understand the impact of the presentation on high school student interest and knowledge regarding a career in pharmacy. Data was analyzed using a chi-square test and McNemar's test. RESULTS: Five hundred and eight students consented to the study and completed the pre-post surveys. Of these students, the largest group was high school juniors (number (n) = 239, 47%), followed by sophomores (n = 161, 32%), seniors (n = 104, 20%) and freshmen (n = 3, 1%). The majority of students attended school in North Dakota (n = 469, 92%). Similarly, most students planned to attend a four-year college (n = 451, 89%) and were interested in a medical/healthcare related career (n = 310, 61%). All interest and knowledge questions showed a statistically significant increase in score pre-post. CONCLUSION: Presentations delivered by pharmacy students to prospective rural high school students improved overall interest and knowledge regarding pharmacy school and the profession. Presentations are a useful tool for pharmacy programs to help promote their school and the profession of pharmacy.

Development of a Prepharmacy Underrepresented Mentorship Program for Undergraduate Students.

OBJECTIVE: To describe the development of an innovative prepharmacy underrepresented mentorship program (PUMP) to provide guidance and support to prepharmacy students who are committed to serving underrepresented communities with health disparities. METHODS: Three virtual PUMP workshops were designed and delivered per admissions cycle for prepharmacy students who were applying to any school of pharmacy and self-identified as interested in serving underrepresented communities. Faculty, current pharmacy students, staff, and school leadership provided guidance and support on the application and interview process and how to select a program once offered admission. Data collection included the number of students who attended each workshop and were accepted to and matriculated at the school of pharmacy. Preworkshop and postworkshop surveys provided insight into communities that attendees were committed to serving, perceptions of the workshops, and intent to matriculate, if accepted. RESULTS: During the first three admissions cycles, 189 prepharmacy students participated in 8 PUMP workshops. A favorable trend was observed with an increased number of participants annually and an increased number of attendees who matriculated (an average of 34% over 3 cycles). Attendees were committed to addressing health disparities in various communities including but not limited to Southeast Asian; Latinx; Native American; lesbian, gay, bisexual, transgender, queer/questioning, intersex, or asexual; Black/African American; Refugee; and Pacific Islanders. Most attendees (96%) reported that attending PUMP workshop(s) positively changed their impression of the school. CONCLUSION: A pilot prepharmacy mentorship program was developed and implemented. A growth in program participation and matriculation of students over 3 cycles who self-identified as committed to serving underrepresented communities was observed.

Pharmacy student use of ChatGPT: A survey of students at a U.S. School of Pharmacy.

OBJECTIVE: To learn how students in an accredited PharmD program in the United States are using ChatGPT for personal, academic, and clinical reasons, and whether students think ChatGPT training should be incorporated into their program's curriculum. METHODS: In August 2023, an 18-item survey was developed, pilot tested, and sent to all students who were enrolled during the Spring 2023 semester in the entry-level PharmD program at the University of Colorado. E-mail addresses were separated from survey responses to maintain anonymity. Responses were described using descriptive statistics. RESULTS: 206 pharmacy students responded to the survey for a 49% response rate. Nearly one-half (48.5%) indicated they had used ChatGPT for personal reasons; 30.2% had used it for academic reasons; and 7.5% had used it for clinical reasons. The most common personal use for ChatGPT was answering questions and looking-up information (67.0%). The top academic reason for using ChatGPT was summarizing information or a body of text (42.6%), while the top clinical reason was simplifying a complex topic (53.3%). Most respondents (61.8%) indicated they would be interested in learning about how ChatGPT could help them in pharmacy school, and 28.1% thought ChatGPT training should be incorporated into their pharmacy curriculum. CONCLUSION: At the time of the survey, ChatGPT was being used by approximately one-half of our pharmacy student respondents for personal, academic, or clinical reasons. Overall, many students indicated they want to learn how to use ChatGPT to help them with their education and think ChatGPT training should be integrated into their curriculum.

A cross-sectional survey of viral hepatitis education within pharmacy curricula in the United States.

BACKGROUND: The Viral Hepatitis National Strategic Plan emphasizes the importance of a collaborative provider workforce trained in hepatitis prevention and treatment to eliminate viral hepatitis in the United States by 2030. Although pharmacists play a key role in hepatitis management, literature lacks documentation of the amount of viral hepatitis education provided to pharmacy students. AIM: Our study goal was to describe viral hepatitis education provided at United States pharmacy schools. METHOD: In this cross-sectional survey study, investigators developed a 19-item Qualtrics questionnaire, sent questionnaire links to curricula content experts at 140 accredited pharmacy colleges/schools in May-June 2022, and allotted 28 days for completion. Questions assessed the viral hepatitis instruction provided to students and hepatitis instructors' training/experience. We used descriptive statistics for analysis. RESULTS: Forty-eight pharmacy institutions across 29 states/territories responded; 44% had 50-99 students/class, and 58% used lecture and discussion to provide required hepatitis education. Students received more lecture (average = 3.4 h, range 0.8-1.6 h/hepatitis topic) than discussion (average = 1.7 h, range 0.6-0.9 h/hepatitis topic), with the most time spent on hepatitis C, followed by hepatitis B virus. Respondents reported 93% of their instructors had post-graduate training/certifications and 67% worked in clinical settings with hepatitis patients. CONCLUSION: Survey results demonstrate variability in hepatitis education across United States pharmacy curricula. Data offer stakeholders in hepatitis elimination efforts knowledge about the viral hepatitis education provided to Doctor of Pharmacy students. Future directions include consideration of implementation of minimum hepatitis education standards to further support work toward national hepatitis elimination.

A Student's Nontraditional Path to Pharmacy School.

Although professional pharmacy programs tend to require and focus heavily on applicants' grade point averages and pre-admission test scores, there is noted value in the matriculation of students exhibiting strong leadership and soft skills. Such attributes are advantageous to a pharmacist, particularly when considering the current need to develop trailblazers prepared to adapt to the ever-changing demands of our healthcare system. Pharmacy school applications and enrollments have been declining across the nation for the past decade. Pharmacy job prospects, particularly in community pharmacies, are projected to decline over the next decade, but inpatient and clinical roles are projected to increase in demand. To accommodate this role shift, schools may consider engaging with and recruiting students with unique skill sets from less traditional backgrounds. This commentary explores one student's pharmacy school experience via the lens of a nontraditional background and postulates that pharmacy schools may benefit from altering their admissions approach.

A call for sustainability: Why unused drugs should be redistributed to pharmacy schools for simulated pharmacy practice learning activities.

INTRODUCTION: Pharmaceutical waste from unused or expired medications and supplies has environmental, economic, and social implications. Redistribution of these items from institutions to schools of pharmacy may contribute to global sustainability efforts. PERSPECTIVE: This commentary outlines the proposed call to action through the United Nation's five dimensions of sustainability: planet, prosperity, people, partnerships, and peace. Reuse of medications by schools of pharmacy ensures the lifespan of a product is expanded, thereby reducing the amount of waste in landfills. Forming partnerships between institutions and schools of pharmacy lends to economic prosperity due to cost-avoidance and cost-recovery. This repurposing also prioritizes people by limiting the impact on supply chains and medication shortages, while also resource sharing in times of need. These efforts lead to increased peace through waste mitigation, mutually beneficial business, social responsibility, and community outreach. IMPLICATIONS: Collaborations between institutions and schools of pharmacy can reduce pharmaceutical waste, which in turn will enhance the economic stability of both parties, while positively impacting the environment and society in which these partnerships reside.

[A Bibliometric Analysis of Research Paper Productivity of Japanese Pharmacy Schools].

Since the early 2000s, Japan has been frequently noted as being the only country among about 20 major countries where the publication of academic papers has stagnated. During this period, there have been major changes especially with regards to the Japanese pharmacy schools, such as the shift to a six-year schooling system and the rapid increase in the number of private pharmacy schools. However, few studies have focused on academic productivity specifically among pharmacy schools. Therefore, this study analyzed the outputs associated with the publication of peer-reviewed scholarly articles in Scopus search engine per faculty member in pharmacy schools nationwide in 2020. Professors, associate professors, and lecturers were considered as faculty members. The average number of papers published per the faculty member was 3.13 for national and public universities and 1.15 for private universities, with a significant difference between these universities. Dividing the pharmacy schools of private universities into schools established in and after 2003 and schools established before that, the production coefficient of the former was 0.98 and that of the latter was 1.33. Newly established pharmacy schools were thus found to be slightly less productive in terms of published papers than traditional schools. The paper productivity of private university pharmacy schools is stagnant; the increase in the number of private schools that have adopted a six-year schooling system has contributed to large extent to the creation of clinically competent pharmacists, but it has also brought to light concerns related to the decline in basic research capabilities of Japanese pharmaceutical academia.

Pharmacy undergraduate programs: Development of an adaptive curriculum for student success.

Objectives: Applicants for graduate work in Pharmacy on paper appear competitive, but upon entering a Doctor of Pharmacy (PharmD) program many students struggle with course work, course load, and pharmacologic topics in their first-year studies. In addition to math and science, undergraduate candidates need to have skills that enable them to be adaptable and creative learners. The Pharmacy Undergraduate Program (PUP) at the University of Southern California (USC) has been attentive to these educational needs. In this manuscript we will show how our program has been successful in generating well-prepared and successful candidates for graduate programs (pharmaceutical, clinical, medical, and other) and employment in pharmaceutical fields. Methods: A review of current student enrollments (N = 121), graduated student annual survey data (N = 50), student research data (N = 68), and ongoing course surveys have been used to detail information related to PUP. Results: Students who have graduated from PUP have been successful post-graduation. Graduates of PUP have gone on to PharmD programs 44% (22/50); medical school 16% (8/50); PhD programs 24% (12/50); full-time employment 6% (3/50); internship/volunteer positions 10% (5/50); taken a gap year 4% (2/50); and MS/MA program 2% (1/50). Conclusions: PUP has been successful in helping the admission of our students into graduate degree programs related to pharmaceutical sciences and medicine. This success can be attributed to the dynamic nature of the course offerings and the creativity of the teaching faculty, which leads to students being well-prepared to tackle the rigors of their graduate studies after leaving the program.

Should Business Training Be a Significant Element of Pharmacy Training?

Because pharmacists cannot be reimbursed for their clinical services and are not listed as providers under the US Social Security Act, they often have difficulty finding ways to financially support their services. Specifically, because pharmacists are not listed as providers, there is not usually sufficient financial support through reimbursement to cover pharmacist labor costs. Further, pharmacists must show that they save more in labor costs through cost avoidance to be accessible to patients in particular health care settings. Business training may provide a foundation for pharmacists to create financially viable models of practice and allow for better communication with administrative decision-makers, thus increasing the accessibility of their clinical services.

Websites as a Gate of Pharmacy Schools to the World: Does National Accreditation Cause a Difference?

Objectives: Websites have become the main information source, being a crucial element of our daily life and a global network. In this context, the importance of the websites of pharmacy schools is considered not only for their educational mission, but also for their gates to the world. In this study, we evaluated the websites of pharmacy schools based on criteria issued in the literature. Materials and Methods: Websites of all pharmacy schools in Türkiye were evaluated by scoring the availability of predetermined items, where t-tests and paired t-test were used to compare the groups. Results: As a result, we found that there is no statistical difference between private and public and accredited or non-accredited schools (p>0.05). Also, we observed no statistical difference between the scores in 2012 and 2021 (p>0.05). Conclusion: Most pharmacy schools in this study were public, and the accreditation status still seems challenging. Of these 39 schools, only 14 schools are accredited. Total scores of public schools were found to be higher than the private ones and notably, accredited schools have higher scores. Yet, there is no statistically difference between accredited and non-accredited schools or public and private schools. Importance of websites as a communication tool for higher education institutions (HEIs) is indisputable. In conclusion, pharmacy schools should keep up to date with their official websites, considering the virtual world we fell into with the web technologies' developments. Also, further studies should be conducted on the websites of pharmacy schools regarding user demands. Besides we suggest that pharmacy schools' website' quality should be improved and keeping them up to date should be ensured.

Impact of faculty interviewers on student matriculation following pharmacy school offer of admission.

INTRODUCTION: Acceptance to pharmacy school relies on data such as grade point average (GPA) and Pharmacy College Admission Test (PCAT) scores in addition to holistic review. The interview is the final step in finding successful applicants. This study sought to identify if faculty interviewers had an impact on prospective students' decisions to accept an offer of admission to our college of pharmacy. METHODS: A seven-year retrospective review of applicants granted an offer of admission was conducted. Analyses determined if interviewer assignment impacted yield of students matriculating into the program. RESULTS: Fifty-two different faculty interviewed 1634 applicants who were subsequently offered admission during the seven-years of review; of these applicants, 482 matriculated (yield 29.5%). Ten faculty interviewers provided 1020 (62.4%) of these interviews, with 302 applicants matriculating (yield 29.6%). Univariate analysis of these 10 interviewers did not find a significant difference in yield. Matriculation between the highest and lowest yielding faculty members trended toward a difference but was not statistically significant. Lower cumulative GPA, lower quantitative PCAT, lack of a bachelor's degree or higher, and interviewing later in the admissions cycle correlated with a higher matriculation yield (P < 0.05). CONCLUSIONS: Faculty interviewers did not impact an applicant's decision to accept an offer of admission to pharmacy school. Interviewing late in the admissions cycle, not having a bachelor's degree, lower cumulative GPA, and lower quantitative PCAT score correlated with increased matriculation yield.

Supporting students with academic difficulties.

INTRODUCTION: Up 15% of health professions students experience academic difficulties. We describe an early tracking system that effectively identifies and supports students with performance deficiencies. The objectives of this study were to discuss changes made in an academic success system at our new college of pharmacy, describe effectiveness of the updated program after one-year of use, and present changes that are being discussed based on the faculty and student feedback. METHODS: We conducted in-person faculty interviews using open-ended questions to evaluate the effectiveness of our original program for supporting students with academic difficulties called the Early Tracking System (ETS). We then developed a new program titled the Individualized Plan for Academic Success System (IPASS). We conducted more faculty interviews and a student survey after the implementation of IPASS to evaluate its effectiveness. RESULTS: In the 2018-2019 academic year at our institution, IPASS was activated 291 times, of which there were 27 course failures. The results of our study indicated a pass rate of 90.72% post-IPASS for all pharmacy students. CONCLUSIONS: The goal of this study was to revise and implement an early tracking system that all faculty members, students, and administrators can utilize efficiently and effectively. This study demonstrated that students with academic difficulties have the potential for progression if their deficiencies are detected early. We described a unique system by which we addressed the needs of the at-risk students. The interview of faculty and survey of students indicated satisfaction with IPASS.

The impact of the COVID-19 pandemic on pharmacy students' personal and professional learning.

INTRODUCTION: The COVID-19 pandemic impacted both healthcare delivery and the education of healthcare students, with a shift to remote delivery of coursework and assessment alongside the expansion of the scope of practice of Alberta pharmacists. The objective of this research was to understand how the learning of pharmacy students at the University of Alberta was impacted by the COVID-19 pandemic. METHODS: A cross-sectional survey was distributed to 397 pharmacy students in years one through three. Students responded to three short-answer reflection questions: (1) how has the COVID-19 pandemic situation affected your learning; (2) from a pharmacy and pharmacy school perspective, what have you learned since the COVID-19 pandemic began; and (3) from a personal perspective, what have you learned about yourself since the COVID-19 pandemic began? A thematic analysis was undertaken of students' responses to these reflection questions. RESULTS: A total of 53 students responded to the survey (response rate 13%). Two major themes were identified across all three reflection questions, with several subthemes: remote learning (learning environment, knowledge transfer, knowledge retention, assessment) and mental health (appreciation, stress, extroversion, motivation). Adaptability, routine, professional identity, and the role of the pharmacist were also identified as less prevalent themes. CONCLUSIONS: Pharmacy students' responses led to the identification of several themes related to their learning given the changes brought about by the COVID-19 pandemic. This increased understanding of student perceptions has the potential to improve the remote delivery of education, support increased university-wide mental health resourcing, and shape pharmacy curriculum development.

The Impact of Hurricane Maria on Student Pharmacists and Their Perception of Their Academic Performance.

Objective. To assess the self-reported impact of hurricane Maria on the perceived academic performance of student pharmacists at Nova Southeastern University's (NSU) Puerto Rico Regional Campus. Methods. A 37-item electronic instrument, the Hurricane Impact Survey, was created and sent by email to all student pharmacists ≥21 years old enrolled at NSU-COP Puerto Rico Campus during the fall 2017 semester. The electronic survey was available through Redcap platform for four weeks. Descriptive statistics, bivariate analysis, and logistic regression were used to analyze students' responses. Qualitative analysis was used to identify emerging themes in the open-ended comments. Results. A total of 150 student pharmacists completed the survey for a response rate of 69% (150/215). More than 70% of student pharmacists perceived that their academic performance was affected after the hurricane. About one third of students reported not being able to function mentally at the same level as they had prior to the storm (n=53, 35%) and reported having difficulty sleeping (n=54, 36%). Female student pharmacists were more likely than male student pharmacists to report not being able to function at the same level mentally as they had before the hurricane (41% vs 17%). In the multivariate analysis, first- and second-year student pharmacists were more likely to perceive a negative impact on their academic performance compared to third- and fourth-year student pharmacists. Lack of preparedness, gratefulness, and campus management were the themes that emerged from the qualitative analysis. Conclusion. Hurricane Maria had a significant impact on the lives of student pharmacists in Puerto Rico. This led to a perception of diminished academic performance, especially among first- and second-year students. The results can be used to guide preparedness and response to natural disasters in academic settings.

Trends in and Barriers to Enrollment of Underrepresented Minority Students in a Pharmacy School.

Objective. To compare the mean national enrollment rates of underrepresented minority (URM) students in a pharmacy school with mean rates in California pharmacy schools, and identify barriers faced by URM students during the application process. Methods. The American Association of Colleges of Pharmacy (AACP) enrollment data from 2005 to 2014 were used to compare the demographics of California pharmacy schools with the average enrollment of URM students in pharmacy schools nationally. A survey was administered to students in the 2017 and 2018 classes at Touro University California College of Pharmacy to identify common barriers that students faced in pursuing pharmacy education. Results. The average enrollment of URM in pharmacy programs nationally was 12.3% in 2005, compared to 12.4% in 2014. The average enrollment of URM in California pharmacy schools was 9.4% in 2005 compared to 8.5% in 2014. The top barriers to pursuing pharmacy education that students reported included the cost of tuition (43.4%), prerequisite requirements (36.9%), and obtaining letters of recommendation (32.3%). Conclusion. The average enrollment of URM students in pharmacy schools nationally has remained higher than that in California pharmacy schools across the years studied. California pharmacy programs should develop strategies to alleviate the barriers identified and further diversify pharmacy education.

Pharmacy Students' Lived Experiences of Academic Difficulty and Tinto's Theory of Student Departure.

Objective. To understand students' lived experiences of academic difficulty in pharmacy school in relation to Tinto's conceptual schema of student departure. Methods. A descriptive, single case study design was chosen to explore academic difficulty in pharmacy school, and the unit of analysis (case) in this study was the experience of academic difficulty. Four students who had experienced academic difficulty in pharmacy school were recruited to participate in the study. Data sources included admissions applications, transcripts, emails to the lead researcher, and semi-structured interviews. Prior to analysis, the researchers created a coding dictionary to operationalize codes for textual analysis. Intercoder agreement was established at 97% agreement. Research validity was supported by triangulation of data, multiple researchers, and member checking. Results. Three of the four students were retained because of the synergistic reinforcement of academic and social integration based upon Tinto's schema. A fourth student was academically dismissed and departed the college, suggesting that too many social responsibilities in pharmacy college reduces time for academic integration, thereby diminishing the reciprocal potential between academic and social integration. Among the four students, seven main themes were identified: student background, goal of becoming a pharmacist, academic integration during pharmacy school, social integration during pharmacy school, retention and departure, roles and responsibilities during pharmacy school, and wellness. Conclusion. The results suggest that Tinto's theory of student departure is applicable to students' experiences of academic difficulty. These student stories suggest that early identification of student support needs may help pharmacy programs improve student retention.

Community pharmacy interventions to improve antibiotic stewardship and implications for pharmacy education: A narrative overview.

BACKGROUND: Antibiotic resistance is one of the world's most pressing public health problems, resulting in over 23,000 deaths per year. One of the main contributing factors to antimicrobial resistance is antibiotic misuse and overuse. Community pharmacists can play a role in reducing antibiotic resistance, since they are one of the most accessible healthcare professionals. OBJECTIVE: The purpose of this paper is to describe community pharmacy interventions and strategies to reduce antibiotic misuse and overuse and to discuss the implications for pharmacy training. METHODS: A narrative overview strategy was employed to identify papers on antibiotic stewardship and the role of the community pharmacist. Our review examined potential stewardship strategies and interventions within community pharmacy practice that provide opportunities for pharmacists to engage or lead in the reduction of antimicrobial resistance. RESULTS: We describe five promising community pharmacist-led intervention strategies: Collaborative Practice Agreements (CPAs), point-of-care (POC) testing, patient consultations, academic detailing and serving as an advocate for patients and other healthcare providers CONCLUSIONS: This review highlights topics that may warrant increased attention in pharmacy school curricula. Pharmacy schools may want to consider modifying their curricula to address the shifts in practice of the community pharmacist - emphasizing the expanded role of the pharmacist in patient care and public health issues such as outpatient antibiotic stewardship.

Establishment of a patient-centered communication course to address curricular gaps.

BACKGROUND AND PURPOSE: Patient-centered communication (PCC) skills are critical to the practice of pharmacy. A gap analysis of the communication content of our curriculum revealed inadequate coverage of several competencies recommended by a National Association of Chain Drug Stores Foundation - National Community Pharmacy Association - Accreditation Council for Pharmacy Education joint task force report: "support patient behavior change through skills such as motivational interviewing", "demonstrate compassion and empathy for patients", and "solve adherence challenges created by low health literacy". EDUCATIONAL ACTIVITY AND SETTING: A required PCC course, heavily grounded in motivational interviewing principles, was introduced into the spring of the first professional year to address the identified curricular gaps. Activities and assessments in additional semesters were added to further develop these skills and provide accountability. FINDINGS: The course addressed the curricular gaps and was well-received by students. Students demonstrated competency in a role-play setting including improved proficiency between role-play activities. Reflections from a community pharmacy introductory pharmacy practice experience (IPPE) demonstrate that students perceived an ability to use the skills in practice. DISCUSSION AND SUMMARY: This course has been successfully established as an introduction to PCC concepts and skills for first professional year pharmacy students. Use of the skills during a community pharmacy IPPE illustrates that the class functions as a foundation on which to further develop these skills throughout the remaining didactic and experiential curricula.

The Relationship Between Prior Experiences in Mathematics and Pharmacy School Success.

Objective. To assess students' pre-pharmacy math experiences, confidence in math ability, and relationship between experiences, confidence, and grades in math-based pharmacy courses. Methods. A cross-sectional survey of first year to third year pharmacy students was conducted. Students reported type of pre-pharmacy math courses taken, when they were taken [high school (HS) vs. college] and year of HS and college graduation. Students rated their confidence in math ability using the previously validated 11-item Fogerty Math Confidence Scale (Cronbach alpha=0.92). Math grade point average (GPA), Pharmacy College Admission Test quantitative (PCAT quant) scores, and grades (calculations and kinetics) were obtained from transcripts and school records. Spearman correlation and multivariate linear regression were used to compare math experiences, confidence, and grades. Results. There were 198 students who reported taking math courses 7.1 years since HS graduation and 2.9 years since their last schooling prior to pharmacy school. Students who took math courses with more time since HS/last schooling had lower calculations and kinetics grades. Students reporting having taken more HS math courses had better calculations grades. Students with higher math GPA, and PCAT quant scores also had higher calculations and kinetics grades. Greater confidence in math ability was associated with higher calculations grades. In multivariate regressions, PCAT quant scores and years since HS independently predicted calculations grades, and PCAT quant scores independently predicted kinetics grades. Conclusion. The number of pre-pharmacy math courses and time elapsed since they were taken are important factors to consider when predicting a pharmacy student's success in math-based pharmacy school courses.