Measuring Pharmacy Student Engagement in a Pharmacotherapy Course with Required Attendance.

OBJECTIVE: The purpose of this study was to evaluate student engagement in a pharmacotherapy course with required attendance, identify intervals where students were most and least likely to be engaged, and assess student perceptions of the importance of engagement. METHODS: In 2022, pharmacotherapy course faculty implemented a graded attendance policy. A survey instrument was developed to gauge student engagement throughout in-class sessions and included three questions regarding engagement to determine whether students were on-task, off-task-related, or off-task-unrelated. Each week throughout the semester, students were randomly surveyed for a beginning, middle and end time point. A second survey was utilized to collect perception data from students regarding attendance and engagement. The perception survey was released during the midpoint of the semester and at the end of the semester. RESULTS: The overall attendance rate was 91.1% (SD 4.64%) for the semester. Generally, students reported being on-task when surveyed. The average weekly tasks rates were 77.7% on-task, 15.8% off-task-related, and 6.5% off-task-unrelated. For the perception survey, both time points had a high response rate (82.8%, mid-point survey, 77.1%, end of semester). Most students had positive perceptions regarding mandatory attendance, engagement, and pre-class preparation. CONCLUSION: The current study endorses high levels of student engagement in a pharmacotherapy course with required attendance. Additionally, student perceptions were generally positive regarding required attendance. Future investigations need to be completed on the non-performance benefits of attending classes.

[Contribution to Pharmacy/pharmacist Education through Writing].

The Education Award of the Pharmaceutical Society of Japan (PSJ) was conferred for "Contribution to pharmacy/pharmacist education through writing on organic chemistry." The award-winning activities were described in three parts section 1-3. Section 1 Importance of Research and Education in Organic Chemistry: In this section, it is explained that organic chemistry serves as the fundamental basis for a wide range of natural science disciplines studied in pharmaceutical departments. It emphasizes that having a solid foundation in organic chemistry is essential for pharmacists to understand pharmaceuticals. This knowledge contributes significantly in healthcare settings such as team-based medical care (interprofessional cooperation) with physicians and nurses, as well as in interactions with patients, providing a unique contribution that other professions cannot achieve. Section 2 Two Serial Articles Written on Organic Chemistry: This part mentions two serial articles that are beneficial for pharmacists and pharmaceutical researchers. These articles aimed to broaden specialized knowledge and provide practical information, contributing to pharmaceutical education and professional training for pharmacists. Section 3 Publication of New Organic Chemistry Textbooks: In this section, the introduction of textbooks and reference books in the field of organic chemistry for pharmaceutical education is highlighted. These educational materials were published to offer valuable information to pharmaceutical students and aspiring pharmacists, enhancing their expertise. These three writing activities significantly contributed to pharmaceutical education and the improvement of the professional work of pharmacists.

Impact of an Educational Intervention on Hospital Pharmacists' Knowledge and Application of Substance Withdrawal Management.

Background: Patients with substance use disorders are often encountered in an acute care setting and withdrawal management is important. Available literature reveals inadequate acute management of substance withdrawal due to lack of experience and knowledge of medications. Methods: A quality improvement project was implemented to improve hospital pharmacists' knowledge, application, and practice of inpatient opioid and alcohol withdrawal management through provision of didactic and case-based education and implementation of practice based prospective drug utilization review (PDUR). Pharmacists' knowledge of the management of alcohol and opioid withdrawal was assessed by a 10-item survey pre-and post-intervention. Results: Twenty-one pharmacists completed the education and pre- and post-surveys. Scores for the 21 pharmacists improved significantly, with pre- and post-intervention scores of 7.33 ± 1.98 and 8.86 ± 0.91, respectively (P = .0035). Most pharmacists completed their required PDUR submission, and several pharmacist interventions were made and accepted post-education. Pharmacists indicated that the education increased their confidence and enabled them to learn new information that could be directly applied to their pharmacy practice. Conclusion: Providing education and requiring a PDUR improved pharmacists' knowledge, application, and practice of inpatient opioid and alcohol withdrawal management. Re-education or expanded education may be warranted to further increase pharmacists' competence.

Impact of Pharmacist-Provided Education Using New Information Sheets on Activation in Patients Treated with Oral Antineoplastic Drugs (IMPACT-OAD Project).

Background: Oral antineoplastic drugs (OADs) play an increasing role in the treatment of cancer. Patients must have a high degree of understanding and autonomy to manage the numerous adverse effects at home. In Quebec, recommendations have been made for oncology pharmacists to systematically counsel all patients who are starting an OAD. Objective: To measure the impact of education provided by oncology pharmacists on patient activation. Methods: In this prospective, single-centre, observational cohort study, patients starting an OAD received education from oncology pharmacists, who used the 2020 updated version of information sheets from the Groupe d'étude en oncologie du Québec (GEOQ, www.geoq.info). The Patient Activation Measure (PAM-13) questionnaire was used to measure patients' activation before and after the intervention. Results: Of the 43 patients recruited in the intention-to-treat analysis, 41 were included in the modified intention-to-treat analysis. The mean difference between PAM-13 scores before and after the intervention was 2.30 (standard deviation [SD] 11.85) (p = 0.22) in the intention-to-treat analysis and 3.63 (SD 10.33) (p = 0.032) in the modified intention-to-treat analysis; these differences were less than the 5 points required for a result to be considered clinically meaningful. None of the effect-modifying variables for which data were collected had a significant impact on the degree of activation; however, a weak negative correlation was observed between the level of health literacy and the change in PAM-13 score. Conclusions: The study did not show a clinically meaningful change in patient activation following pharmacist-provided education, according to the updated GEOQ information sheets. Further studies are needed to evaluate these data in a larger population and to determine whether the impact of education persists beyond the first treatment cycle.

Contexte: Les médicaments antinéoplasiques par voie orale (MAVO) occupent une place grandissante dans le traitement du cancer. Les patients doivent avoir un degré élevé de compréhension et d'autonomie pour gérer les nombreux effets indésirables à domicile. Au Québec, des recommandations ont été émises pour que les pharmaciens en oncologie conseillent systématiquement tous les patients qui débutent des MAVO. Objectif: Mesurer l'impact des enseignements effectués par les pharmaciens en oncologie sur l'activation du patient. Méthodes: Dans cette étude de cohorte prospective, monocentrique et observationnelle, les patients qui commençaient à prendre des MAVO ont reçu un enseignement effectué par un pharmacien en oncologie. Ceux-ci utilisaient les feuillets d'information pour les patients du Groupe d'étude en oncologie du Québec (GEOQ, www.geoq.info) mis à jour en 2020. Le questionnaire de Mesure d'activation du patient (MAP-13) a été utilisé pour mesurer l'activation des participants avant et après l'intervention. Résultats: Sur les 43 participants recrutés dans l'analyse en intention de traiter, 41 ont été inclus dans l'analyse en intention de traiter modifiée (mITT). La différence moyenne entre les scores MAP-13 avant et après était de 2,30 (écart type [SD] 11,85) (p = 0,22) dans l'analyse en intention de traiter et de 3,63 (SD 10,33) (p = 0,032) dans l'analyse mITT; ces différences étaient inférieures aux 5 points requis pour qu'un résultat soit considéré comme cliniquement significatif. Aucune des variables modificatrices d'effet pour lesquelles des données ont été recueillies n'a eu d'effet significatif sur le degré d'activation; cependant, une faible corrélation négative a été observée entre le niveau de littératie en santé et la variation du score MAP-13. Conclusions: L'étude n'a pas démontré de changement cliniquement significatif dans l'activation des patients à la suite de l'enseignement effectué par le pharmacien en oncologie sur la base des feuillets d'information actualisés du GEOQ. D'autres études sont nécessaires pour évaluer ces données chez une plus grande population et pour déterminer si l'impact de l'enseignement perdure au-delà du premier cycle de traitement.

Implementation of a pharmacist skill development "work-with" program.

PURPOSE: Pharmacists' clinical competency is necessary to ensure patient safety and medication optimization. There are many barriers to the implementation of competency assessments and scant literature on their implementation. We aimed to determine if a competency assessment program for hospital pharmacists is feasible, acceptable, and effective. METHODS: Clinical competency assessments of hospital pharmacists were conducted. During the assessments, pharmacists presented a patient case or completed patient care activities while a leadership team member evaluated them using a competency rubric and provided feedback. A postevaluation electronic survey adapted from validated tools regarding perceptions of program feasibility and acceptability was emailed to the pharmacists following each competency assessment and to evaluators at study conclusion. Feasibility was also measured through reviewing rubrics for completion within the 1.5- to 2-hour assessment timeframe. Effectiveness was captured by comparing results to expected competency levels based on experience. RESULTS: In total, 20 assessments were completed. Fifty percent of assessments required longer than the allotted timeframe. Most participants surveyed found the competency assessments implementable, possible, doable, and easy to use. The majority also approved of the implemented assessments and found them appealing, likable, and welcomed and commented that they aided in professional development. For 50% of the competencies assessed, most participants aligned with competency expectations based on years of experience. CONCLUSION: The implementation of these competency assessments was found to be feasible and acceptable to hospital pharmacists. The rubric used was found to be moderately effective. Major implementation barriers were related to time constraints and criteria for success. Future work will be done to enhance the program's effectiveness.

Evaluation of a longitudinal pharmacogenomics education on pharmacist knowledge in a multicampus healthcare system.

Aim: To evaluate the effect of pharmacogenomics (PGx) education for pharmacists. Materials & Methods: Three-part weekly webinar series occurred in 2021. Pharmacists were assessed on their PGx knowledge at baseline and after each webinar. The primary end point was a change in the percent of correct responses between the baseline and week 1 assessment. Secondary end points included change in knowledge at weeks 4-8 and change in self-efficacy. Results: In total, 19 of 58 participants were eligible for the primary analysis, which showed an average improvement of 37% (p < 0.0001). Knowledge remained consistent between week 1 and weeks 4-8. Average self-efficacy increased (p < 0.0001) and was maintained at weeks 4-8. Conclusion: The PGx webinar series resulted in a lasting improvement in PGx knowledge and self-efficacy.

Asymptomatic bacteriuria: Impact of an antimicrobial stewardship bundle to reduce unnecessary antibiotics in patients without urinary catheters.

PURPOSE: The purpose of this study was to evaluate the effect of an antimicrobial stewardship bundle on the management of asymptomatic bacteriuria (ASB). METHODS: In this quasi-experimental study, patients were selected by retrospective, consecutive sampling of patients with a positive urine culture report in 3 separate groups: preintervention, postdiagnostic intervention, and posteducation. Patients met the prespecified criteria for non-catheter-associated ASB. The diagnostic intervention involved a new urinalysis/urine culture ordering process in place of urinalysis with reflex to urine culture. Additionally, an educational intervention involved pharmacist-led sessions to educate providers with patient cases and guideline-based recommendations. The primary outcome of this study was the difference in the rate of inappropriate management of ASB, defined as the use of antimicrobial agents intended to treat ASB. Secondary outcomes included length of antimicrobial therapy, length of stay, and change in urine culture orders per 1,000 patient-days. RESULTS: A total of 120 patients were included. There was a significant reduction in the inappropriate management of ASB between the preintervention and postdiagnostic intervention groups (P = 0.0349). This was not seen when comparing the postdiagnostic intervention and posteducation groups (P = 0.93). Additionally, there was a significant difference in urinalysis/urine culture ordering between the preintervention and postdiagnostic intervention groups (370 vs 224 urinalysis orders per 1,000 days present, P < 0.0001; 131 vs 54 urine culture orders per 1,000 days present, P < 0.0001). CONCLUSION: An antimicrobial stewardship bundle involving a diagnostic stewardship intervention and pharmacist-led education reduced treatment of ASB in patients without urinary catheters.

Exploring beliefs about pneumococcal vaccination in a predominantly older African American population: the Pharmacists' Pneumonia Prevention Program (PPPP).

Objectives: To assess the association of the Pharmacists' Pneumonia Prevention Program (PPPP) with changes in beliefs related to pneumonia vaccination (PV) in a predominately older African American population.Methods: PPPP was an educational intervention delivered using a senior center model of care consisting of a formal pharmacist presentation, live skit, small group action planning, and optional PV. A 15-item instrument assessed participants' beliefs at baseline, post-test, and three months across four domains: pharmacists and pharmacies, vaccination, pneumococcal disease, and physicians. Friedman tests and pairwise Wilcoxon signed rank tests were used to determine the statistical significance of the mean change in belief responses across timepoints.Results: 190 older adults participated; the sample was majority female (76.3%) and African American (80.5%), and had a mean age of 74.3 years. Statistically significant improvements in beliefs at post-test were observed in the following domains: pharmacists and pharmacies, vaccination, and the pneumococcal disease; however, some of these gains were incompletely sustained at three months.Conclusion: PPPP positively impacted beliefs post-program regarding the pneumococcal disease, pharmacists and pharmacies, and vaccination; however, sustained efforts may be needed to reinforce these gains.Policy implications: Support for pharmacist educational services in senior centers should be considered.

[Roles of Basic Subjects in Pharmacist Education].

As a teacher of biochemistry in a school of pharmacy, a basic subject in pharmacist education, I try to include applied topics such as the biochemical mechanisms of diseases and side effects of medicines in relation to basic knowledge of biochemistry for advanced subjects that students will learn in later years. In aging societies, many people visiting community pharmacies are elderly who tend to have health concerns other than diseases diagnosed by physicians. If asked, community pharmacists should be able to give advice on potential problems patients might have, in addition to giving explanations of medicines prescribed. Basic subjects covered in university pharmacy courses should be the most useful in such community settings.

Pharmacist self-perception of readiness to prescribe hormonal contraception and additional training needs.

INTRODUCTION: Our objectives were to describe pharmacist perceptions of training and preparation to prescribe hormonal contraception (HC), identify training gaps, and elicit preferred training methods. METHODS: In this cross-sectional survey, pharmacists in the United States (US) completed an online 29-item survey. Descriptive statistics were used to analyze responses. RESULTS: Of 823 participating pharmacists, 58% felt they received adequate training to prescribe HC. Prescribing any medications within the last five years or completion of residency training were significantly associated with more participants feeling adequately trained. Of those who indicated HC was not covered in their pharmacy school curriculum, most (78%) felt they were either not adequately trained or unsure. Only 36% were aware of the Centers for Disease Control and Prevention US Medical Eligibility Criteria for Contraceptive Use (CDC MEC). Residency-trained pharmacists were statistically more likely to have used the CDC MEC and feel comfortable prescribing for adolescents. Most participants desired more training about switching between products (80%) and patient specific product selection (72%). Preferred methods for additional training were basic (

Establishing consensus for general practice pharmacist education: A Delphi study.

INTRODUCTION: An evolving area of pharmacist professional practice is performing as team members in general practice teams. To date, there is a paucity of literature to guide schools and colleges of pharmacy regarding the educational needs of pharmacists training for this area of practice. METHODS: This study employed a three-round e-Delphi method with the aim of establishing a consensus position on educational needs of pharmacists intending to work in the general practice setting. Educators from all Australian universities with a pharmacy school were invited to participate as part of the expert panel. Delphi panellists completed two e-survey rounds. A panel videoconference was then completed with results of the discussion confirmed in a final third e-survey. This study defined a proportion of experts rating agree or strongly agree at ≥75% to determine consensus and disagree or strongly disagree at ≥75% to determine non-consensus. RESULTS: Ten of the 18 invited panellists agreed to participate in the study and completed both survey rounds; nine panellists completed the third-round survey. Twenty-six general practice pharmacist activities were identified as educational needs. Seventeen general practice pharmacist activities required no additional training. Five general practice pharmacist activities did not reach consensus. CONCLUSIONS: This study is one of the first investigations of educational needs of pharmacists wishing to practice in the general practice setting. The panel differentiated between activities that could be performed by less experienced pharmacists operating at a general level and those that would require further training.

The use of nasal over-the-counter agents in the evaluated Polish population. The underrated role of the pharmacist in patient education on medical treatment in patients with allergic rhinitis.

INTRODUCTION: The goal of treatment in allergic rhinitis is a complete elimination of symptoms or achieving significant clinical improvement. The role of the pharmacist has been receiving particular attention in terms of the initial diagnosis and treatment of allergic rhinitis patients and their sufficiently early referral to a specialist in case of persistent symptoms. AIM: This study attempted to estimate the rates of nasal OTC use in patients diagnosed with allergic rhinitis. MATERIAL AND METHODS: Study population was 18,578 subjects (4,192 patients diagnosed with AR and 14,386 healthy controls): children aged 6-7 years, adolescents aged 13-14 years, and adults aged 20-44 years. We used translated and validated versions of ECRHS and ISAAC questionnaires. RESULTS: The rates of nasal decongestant use in the allergic rhinitis group were 60.4% in children, 50.7% in adolescents, and 43.0% in adults, with these figures significantly higher than in the control group (p < 0.05). The most common nasal agent was Oxymetazoline and Xylometazolini hydrochloridum 0.1%. CONCLUSIONS: Over a half of the evaluated allergic rhinitis patients used nasal decongestants, which poses a potential risk of uncontrolled side effects. There is an urgent need to introduce patient education on medical treatment.

Urine Drug Test Interpretation: An Educational Program's Impact on Resident Knowledge and Comfort Level.

Introduction: Following the release of the Centers for Disease Control and Prevention guidelines in 2016, institutions are encouraged to have controlled substance agreements that require the use of drug screens for appropriate opioid prescribing. Correct evaluation of urine drug tests (UDTs) is essential for appropriate chronic prescribing of controlled substances. Anticipating the increase in use of these tests, our institution developed and implemented an educational program to improve knowledge of and comfort level with UDT interpretation. Methods: The educational program was 30 minutes in duration and consisted of a PowerPoint presentation followed by informal discussion. All internal medicine and medicine/pediatrics residents were encouraged to attend. A survey assessing knowledge of and comfort level with interpreting UDTs before, immediately after, and 2 months following the educational program was used as an assessment tool. Results: A total of 44 out of 76 residents at our institution attended the educational program. The majority (81.8%) had no prior education on UDT interpretation; however, most (97.7%) stated they interpreted UDTs monthly, and 22.7% had refused refills within the prior month based on UDT results. Change in residents' knowledge and change in residents' comfort were both found to be significantly increased following the educational program (p < .0001 for both variables). Discussion: Significant increases in both comfort with and knowledge of UDT interpretation occurred following the educational program provided for medical residents, which supports its expansion to other institutions as an easy and effective means of promoting appropriate UDT evaluation.

Train-the-trainer program on cardiovascular health for community pharmacists in Malaysia.

Background Studies have highlighted the benefits of having community pharmacists to deliver cardiovascular screening to patients. However, only few of such trainings are provided in Malaysia. Objective To describe the implementation and evaluation of a cardiovascular train-the-trainer program for community pharmacists. Method Community pharmacists' attended a 5 h train-the-trainer program. A pre and post-training survey was administered to participants who attended the workshop to determine their requirements for education and effectiveness of the training provided. Results Forty community pharmacists participated and were trained with 35 of them completing both the pre and post training assessment. Participants self-reported confidence, knowledge and ability to conduct a workshop on cardiovascular health increased between 0.22 and 0.75 points post-training (p < 0.05). The program was rated as very good or excellent by 55% of participants. Eight participants implemented the program at 6 months follow-up within their own pharmacy organisations to further train another 114 participants on cardiovascular health. Conclusion Participation in a train-the-trainer program significantly increases community pharmacists' perceived ability and confidence in conducting a cardiovascular health workshop.

Introduction: Interprofessional Education (IPE) and Pharmaceutical Education: Saitama Interprofessional Education Project.

In 2002, the Centre for the Advancement of Interprofessional Education (CAIPE) defined interprofessional education (IPE) as: Interprofessional Education occurs when two or more professions learn with, from, and about each other to improve collaboration and the quality of care. Since 2005, also in Japan, IPE has been introduced within educational institutions to train professionals in healthcare and welfare. Within pharmaceutical education, to acquire the "10 qualities required for pharmacists" indicated by revised model core curricula for pharmaceutical education in 2015, IPE is thought quite important. Meanwhile, highly advanced medical treatment is rapidly developing, and as a consequence home healthcare and long-term care must also be enlarged. As a countermeasure, an integrated community care system must be established, and pharmacists will be responsible for urgent tasks within the system. Four universities-Prefectural University, Saitama Medical University, Josai University, and the Nippon Institute of Technology-decided to implement a collaborative project with the philosophy of "realizing high-quality lifestyles for local residents". This project was adopted by the Ministry of Education, Culture, Sports, Science and Technology as a Program for Promoting Inter-University Collaborative Education for fiscal year 2012. In this symposium, I report on the relationship between this initiative and pharmacy education, as well as discuss expectations of IPE for pharmacist education in the future.

A review of American pharmacy: education, training, technology, and practice.

In the United States, pharmacists are responsible for the provision of safe, effective, efficient, and accountable medication related-care for hospital and health-system patients. Leveraging automated technologies, pharmacy technicians, and pharmacist extenders are the means through which efficient, effective, and safe medication use processes are created and maintained. These strategies limit the amount of pharmacist resources needed for nonjudgmental tasks such as medication distribution, allowing more capacity for advanced direct patient care roles. Pharmacists are directly integrated into interprofessional medical teams. Pharmacists optimize patient outcomes through a variety of channels, including: providing recommendations for evidence-based medication selection on patient care rounds; offering drug information to other health care providers and patients; monitoring therapeutic responses; and reconciling medications as patients transition across the continuum of care. Achieving the highest level of pharmacy practice necessitates that United States pharmacists are soundly educated and trained. Pharmacist education, training, and professional practice models closely mirror those of physicians. Many health-systems also pursue credentialing and privileging of pharmacists to ensure competency and facilitate growth and development. Advanced training, along with credentialing, privileging, and collaborative practice agreements have positioned pharmacists to serve as stewards of the medication use system, champions of patient safety, and essential contributors to optimal patient outcomes.

A consumer-led intervention to improve pharmacists' attitudes toward mental illness.

INTRODUCTION: Individuals with a severe and persistent mental illness often manage complex medication regimens and would benefit from support and education from their pharmacist. Past research has shown that community pharmacists have negative attitudes toward mental illnesses, and these attitudes affect willingness to provide services to patients with mental illnesses. Consumer-led interventions have shown benefit to improve student attitudes toward mental illness. However, there are no known studies showing the benefit of consumer-led educational programs to improve pharmacist attitudes toward mental illness and willingness to provide services to those with mental illnesses. The aim of this study is to determine the effects of a consumer-led continuing education program on pharmacists' attitudes toward and willingness to provide services to consumers with mental illnesses. METHODS: Fifty pharmacists participated in the program with 2 parts: discussion on the history of mental health care and consumers sharing their experiences. Pharmacists completed 1 survey before and after the program. Surveys asked about pharmacists' attitudes toward mental illness and willingness to provide services to individuals with schizophrenia compared to asthma. Data were analyzed using descriptive and paired t tests. RESULTS: Paired t tests showed a significant decrease in social distance and increase in positive attitudes and willingness to provide services to patients with mental illnesses immediately after the program. DISCUSSION: The immediate increase in positive attitudes and willingness to provide services to consumers with mental illnesses indicates that consumer-led interventions may be an effective way to improve the provision of pharmacy services to patients with mental illnesses.

Evaluation of pharmacy practice program in the 6-year pharmaceutical education curriculum in Japan: hospital pharmacy practice program.

BACKGROUND: The objective of this study was to clarify the state of national pharmacy practice program in the 6-year course of pharmaceutical education from the students' point of view. We will suggest the points for improvement and issues of the current pharmacy practice programs to enhance the educational effects of the pharmacy practice program. METHODS: The survey conducted from September 2011 to March 2012 (hereinafter referred to as "2011") and from September 2012 to March 2013 (hereinafter referred to as "2012") comprised 1,607 pharmacy students, who had completed the pharmacy practice program. They were asked to fill out a self-descriptive questionnaire for the purpose of investigating the content of the pharmacy practice that the students themselves experienced, guidance provided by the supervising pharmacists, and support by the university faculty staff. RESULTS: In order to clarify the factor structure of the overall results, four factors were extracted through an exploratory analysis: "satisfactory learning", "support system of the training site (hospital)", "support system of university", and "dialogue with patients". When we compared the score for each four factors between 2011 and 2012 and we found that 2012 was evaluated as significantly higher for all factors. Furthermore, opportunities for discussion and reflection with the students led to observation that 2012 exhibited significantly better results than 2011. CONCLUSIONS: The students evaluations for the quality of hospital pharmacy practice have improved in 2012 compared to evaluations in 2011. Regarding the four factors of "satisfactory learning", "support system of the training site", "support system of university", and "dialogue with patients", significant differences in the results from 2011 and 2012 were observed, indicating their marked improvement.

Development of antimicrobial competencies and training for staff hospital pharmacists.

Antimicrobial stewardship is an important component in health care outcomes of all patients. Many institutions are seeking the best methods to incorporate antimicrobial stewardship strategies into their hospitals including pharmacy services. Multiple factors should be considered when beginning or expanding an antimicrobial stewardship program. The purpose of this article is to discuss the development of basic antibiotic competencies and training for staff pharmacists in a community hospital. The article includes an assessment of pharmacists' knowledge pre education and post education, perception of benefits from an antibiotic education program, and learning needs and preferences.