[Design of Teaching Materials for Pharmaceutical Law Education].

A questionnaire survey was conducted with pharmacy students to obtain useful information for preparing teaching materials in the field of pharmaceutical laws. We conducted a customer satisfaction (CS) analysis by asking pharmacy students to evaluate whether the teaching materials used in the Pharmaceutical Laws class at Kitasato University were effective in promoting learning and understanding. In addition, we asked them about their impressions of attending the Pharmaceutical Laws class and analyzed their freely described answers. The CS analysis suggested teaching materials that included case studies of pharmaceutical law judgments and violations may have been useful for learning this subject. Furthermore, the text analysis showed many of the participants believed the contents of the teaching materials were difficult. Therefore, it is necessary to redesign the contents so that learning can progress step by step from the basic items. In addition, since some students recognized that the subject could be memorized, it is possible they can convey only what they remember and not what they had learned or what knowledge they could use in other contexts and situations. Therefore, it is necessary to clearly present the learning objectives for each item in lesson's teaching materials.

Bravo Murillo y el Reglamento de estudios de 1852 / Bravo Murillo and the study regulations of 1852

OBJETIVOS: Analizar el extenso Reglamento de estudios de 1852, donde se legisla todo lo relativo a la enseñanza secundaria y universitaria de España, decantándonos por lo legislado para la enseñanza en la Facultades de Farmacia y Medicina. MÉTODO: El desarrollo de este trabajo es fruto de otro mucho más amplio. En general, se han consultado los Archivos Históricos de Madrid y Sevilla, 39 libros, 60 citas de internet, 3 números de Colección legislativa de España, y numerosísimas Gaceta de Madrid de los años comprendidos entre 1845 y 1931; y revisado 5 Boletín Oficial de Estado. RESULTADOS: En el siglo XIX, antes de decretarse el Reglamento de Estudios de 1852, siendo Bravo Murillo Presidente del Gobierno, se aprobaron una serie de Reformas, Proyectos, Planes, Reglamentos, etc., hasta un total de 17. El Reglamento de Estudios de 1852 consta de 10 secciones, 36 títulos, siete capítulos y 420 artículos, donde se legislan sobre el gobierno general de la instrucción pública, los distritos universitarios, el régimen interior y económico, el curso literario y métodos de enseñanza, el profesorado público, los alumnos, con sus derechos y obligaciones y los establecimientos privados, para finalizar hablando del traje académico y las insignias. CONCLUSIONES: El Reglamento de estudios de 1852 significó un paso adelante en la organización de la enseñanza de aquella época y, muy particularmente, de la enseñanza universitaria. En más de 400 artículos se legisla prácticamente todo, desde el Rector, que recobra su poder, hasta los bedeles, pasando por catedráticos, profesorado, alumnos, etc

OBJECTIVES: Analyze the extensive Regulation of studies of 1852, where everything related to secondary and university education in Spain is legislated, choosing the legislated for teaching in the Faculties of Pharmacy and Medicine. METHOD: In general, we have consulted the Historical Archives of Madrid and Seville; 39 books; 60 internet appointments; 3 issues of the "Colección legislativa de España"; and numerous "Gaceta de Madrid" of the years between 1845 and 1931; and revised 5 "Boletín Oficial de Estado". RESULTS: In the 19 th century, before the Regulation of Studies of 1852 was enacted, with Bravo Murillo as President of the Government, a series of Reforms, Projects, Plans, Regulations, etc. were approved, up to a total of 17. The Study Regulations of 1852 consist of 10 sections, 36 titles, seven chapters and 420 articles. The Regulation legislates on the general government of public instruction, the university districts, the internal and economic regime, the literary course and teaching methods, the public teaching staff, the students, with their rights and obligations and the private establishments, the academic dress and the badges. CONCLUSIONS: The Study Regulations of 1852 represented a step forward in the organization of education at that time and, very particularly, in university education. In more than 400 articles almost everything is legislated: the Rector to the bedeles, also professors, lecturers, students, etc

Pharmacy Technicians Are People, Too! Let's Consider Their Personal Outcomes Along With Other Pharmacy Outcomes.

Studies have found that expanded pharmacy technician roles can help "free up" pharmacist time, leading to role optimization. However, these studies and the positions taken by many are quite pharmacist-centric. We seem to have underestimated the importance of support staff in pharmacy operations. If research demonstrates that technicians can perform a function safely and effectively, that alone should compel the function's allowance in practice. Freeing up pharmacist time for higher-order care is a positive corollary to technician advancement, but it need not be a precondition for it.

The last apothecary: Eric Knott (1896-1993) and 20th-century pharmacy in Scotland.

Eric Knott was the last Apothecary at the Royal Public Dispensary and the last Principal of the Duncan School of Pharmacy. He linked pre-war apothecary practice to post-war chemist dispensing. This paper tracks his career from the Duncan School of Pharmacy, transfer to Heriot-Watt College in 1936, to the close of the Royal Public Dispensary in 1963, when the premises were transferred to the University of Edinburgh. It draws on unpublished archival material and long unseen collections from National Museums Scotland to explore what Knott's career can tell us about the impact of new legislation and the introduction of the NHS on pharmacy in Scotland.

A review of suicide prevention programs and training policies for pharmacists.

OBJECTIVES: The availability of suicide prevention training programs for pharmacists is unknown and may depend on state training requirements. This study's objectives were to: 1) report state training requirements for pharmacist suicide education; and 2) describe educational resources that are available to prepare pharmacists for interactions with patients at risk of suicide. METHODS: Each state's board of pharmacy was contacted from July to November 2017 to determine whether that state required pharmacists to complete suicide prevention training. A scoping literature review completed in August 2017 identified suicide prevention resources for pharmacy professionals. A systematic search of 5 databases and Google yielded publications and online resources that were screened for full review. Two coders reviewed articles and resources that met inclusion criteria and extracted data on program format and length, intended audience (i.e., students, practicing pharmacists), learning methods, topics covered, and outcomes assessed. RESULTS: Only Washington State requires pharmacists to obtain suicide prevention training. Sixteen suicide education programs and resources targeted pharmacists, including 8 in-person courses, 6 online courses, and 2 written resources. Five resources exclusively targeted pharmacists and 2 exclusively targeted student pharmacists. Most programs included information on suicide statistics, how to identify individuals at risk of suicide, how to communicate with someone who is suicidal, and how to refer patients to treatment resources. The long-term effectiveness of the programs at improving outcomes was not reported. CONCLUSION: Although only 1 state requires pharmacists to obtain training on suicide prevention, there are several resources available to help prepare pharmacists to interact with individuals at risk of suicide.

The Roles of Pharmacy Schools in Bridging the Gap Between Law and Practice.

Progressive pharmacy laws do not always lead to progressive pharmacy practice. Progressive laws are necessary, but not sufficient for pharmacy services to take off in practice. Pharmacy schools can play critical roles by working collaboratively with community pharmacies to close the gap between law and practice. Our experiences launching pharmacy-based point-of-care testing services in community pharmacy settings illustrate some of the roles schools can play, including: developing and providing standardized training, developing template protocols, providing workflow support, sparking collaboration across pharmacies, providing policy support, and conducting research.

Encouraging comprehensive and consistent pharmacist education for provision of contraception.

OBJECTIVES: To initiate a call to action for community pharmacists and key stakeholders to encourage comprehensive and consistent education and certification for contraception services, especially in states where laws have been enacted for pharmacist prescribing of hormonal contraceptives. DATE SOURCES: Websites for several boards of pharmacy that have implemented pharmacist training for contraceptive prescribing. SUMMARY: From the authors' perspective of helping to implement laws that allow pharmacist prescribing of contraception in Oregon and Colorado, lessons learned have shown that it is better to have 1 consistent resource for pharmacist certification for the following reasons: 1) Boards of pharmacy are able to ensure patient safety because all pharmacists are providing the same level of care to every patient; 2) retail chain pharmacies and pharmacy managers are assured that all their pharmacists, regardless of state, are trained in a similar and appropriate manner; and 3) pharmacists can be reimbursed through medical insurance for the patient encounter because payers are able to identify and credential pharmacists who pass an approved and accredited certification program. CONCLUSION: New laws allowing pharmacists to prescribe contraception are expanding to other states, and the implementation of these laws provides an important increase in pharmacists' scope of practice. This exciting new prospect allows the pharmacy community of each state an opportunity to coordinate and learn from each other on best practices for implementation. Having a consistent training program was identified as being one key aspect of successful implementation.

Criteria for evaluating global health partnerships in colleges of pharmacy and health sciences.

BACKGROUND AND PURPOSE: The demand for international experiences as part of education and training for healthcare providers continues to increase. As schools/colleges of pharmacy increase training opportunities in global health, there is a demand for a strategic way to evaluate opportunities. Evaluation tools can be utilized to facilitate this type of assessment. EDUCATIONAL ACTIVITY AND SETTING: The purpose of this article is to highlight two different international experiential education site evaluation tools, discuss lessons learned when applying these tools in the field, and outline steps for a college of pharmacy to create their own tool to meet institution specific needs. FINDINGS: The involvement of key stakeholders is important to developing an evaluation tool. Identification and prioritization of key criteria for assessing partnerships is essential. There are many criteria and each institution may consider a unique set of criteria, the most appropriate way to evaluate these, and who should be completing this evaluation. DISCUSSION AND SUMMARY: An evaluation tool may serve as a framework of discussion for new and existing international partnerships. The use of a global partnership evaluation tool allows for a more consistent discussion when deciding if the partnership is appropriate for both parties, helps the involved faculty know what criteria are required to be evaluated and outlines what resources should be considered.

Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap.

The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners' Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.

A Review of Legal Decisions Relevant to Technical Standards Used in Pharmacy School Admissions.

The implementation of an effective and legally sound technical standards procedure for pharmacy schools requires a proactive approach by admissions officers. Applicants with disabilities are accorded significant rights that must not be infringed during the admissions process in order to ensure compliance with applicable law. This article provides a review of applicable state cases, federal cases, and OCR decisions and guidance to help pharmacy schools identify procedures and implement technical standards into their admissions processes as required by ACPE Standards 2016.

Current Status and Issues in Basic Pharmaceutical Education.

Basic research in pharmaceutical sciences has a long and successful history. Researchers in this field have long given prime importance to the knowledge they have gained through their pharmaceutical education. The transition of pharmacy education to a 6-year course term has not only extended its duration but also placed more emphasis on practical clinical education. The School Education Act (in article 87, second paragraph) determines that "the term of the course, whose main purpose is to cultivate practical ability in clinical pharmacy, shall be six years" (excerpt). The 6-year pharmacy education is an exception to the general 4-year university term determined by the School Education Act. Therefore, the purpose of the 6-year course in pharmacy is clearly proscribed. This is true of the basic course in pharmaceutical education as well; hence, the basic course must be oriented toward developing "practical ability in clinical" education, too. The 6-year pharmacy course, starting from practice (Do), has evolved with the development of a syllabus that includes a model core curriculum (Plan). Furthermore, improvement in the course can be seen by the promoted development of faculty (Act). Now, evidence-based education research will be introduced (Check). This is how the Plan-Do-Check-Act cycle in pharmaceutical education is expected to work. Currently, pedagogy research in pharmacy education has just begun, so it is difficult to evaluate at this time whether basic pharmaceutical education does in fact contribute to enhancing the "practical clinical ability" component of pharmaceutical education.

The Role of Pharmacists and Pharmacy Education in Point-of-Care Testing.

Point-of-care testing (POCT) is defined as laboratory testing conducted close to the site of patient care. Although performed originally primarily by clinical staff for acute conditions, recent advances in technology have made such testing possible for disease screening and prevention across a wide range of conditions in virtually any setting, and often by individuals with little or no training. With the ongoing evolution in POCT, numerous concerns have arisen about the quality and accuracy of the tests, comparability between multiple tests for the same endpoint, interpretation of test results, and whether and how results should be used for therapeutic decisions and included in a patient's medical record. The pharmacist is well-positioned to manage and interpret POCT performed outside of the usual clinical settings. However, educational and regulatory changes are needed to enable pharmacists to take on this emerging activity effectively.

The Course Syllabus: Legal Contract or Operator's Manual?

A course syllabus provides a roadmap for pharmacy students to achieve course learning objectives and develop lifelong learning skills. For several decades the literature has referred to syllabi as legal documents and/or contracts between students and professors. A review of the legal precedents reveals that syllabi are not considered contracts because the courts refuse thus far to recognize educational malpractice or breach of contract as a cause of action. Syllabi do, however, represent a triggering agent for instructional dissent and grade appeals, may be binding in student appeal proceedings, and are used in judicial hearings. Pharmacy faculty members should review their syllabi and follow process improvement strategies to construct legally sound syllabi that can both enhance learning and minimize risks of student grievances and appeals.

[The birth of two classes of pharmacists, aborted in 1825, but accomplished in 1854]. / La naissance de deux classes de pharmaciens, avortée en 1825, pour ne survenir qu'en 1854.

The "21st ger minal year-11 law", organized two different pathways to access to the diploma of pharmacist, the first one after three years in a specific school and three years of practice in a pharmacy, the second one needing only eight years of practice in a pharmacy, theoretically the examinations should have been similar for both ways. Anyway, this law did not propose any denomination to distinguish between these two kinds of pharmacists. On February 14th 1825, a project was set up: it decided to suppress the medical juries and proposed the creation of so-called secondary schools in charge of the formation of health officers and of second-class pharmacists. It was the first time an official text used the terms first-class and second-class pharmacists. This project was submitted to many criticisms and was never applied. One had to wait until 1854 to see the medical juries suppressed and the two classes of pharmacists created.