Student Perspectives Regarding Specialty Pharmacy Within Doctor of Pharmacy Curricula.

BACKGROUND: The rapid growth of the specialty pharmacy industry will require many pharmacists with experience and/or training in specialty pharmacy practice (SPP). Unfortunately, there is no standard requirement set forth by the Accreditation Council for Pharmacy Education (ACPE) for specialty pharmacy education among pharmacy schools, which has resulted in graduates with doctor of pharmacy degrees (PharmD) having little to no didactic or experiential training in SPP. OBJECTIVES: To (a) assess PharmD student perspectives on coverage of specialty pharmacy in their respective curricula and (b) identify whether attitudes and perspectives towards SPP vary based on student work experience. METHODS: Study investigators created a 16-item web-based survey that assessed student work experience in pharmacy practice, presence of learning experiences that cover SPP in PharmD curricula, and familiarity with, exposure to, and interest in SPP, SPP learning experiences, and SPP careers. The survey was made available to students at ACPE-accredited colleges of pharmacy from January to April 2018. RESULTS: 643 students from 20 different colleges of pharmacy completed the survey. Over half of the surveys (63.3%) originated from schools in the Midwest region of the United States. Just over one third (37.7%) of students reported that their curricula offered a learning experience specifically dedicated to SPP, whereas 17.6% reported that SPP was integrated into other pharmacy coursework. 28% reported that SPP was covered using a mixture of dedicated courses and class integration. Students with current or previous work experience in SPP or managed care were more likely to report willingness to take an experiential rotation in SPP and pursue a career in SPP than students with no or other pharmacy-related work experience. These students were also more likely to report that their curriculum performed poorly in preparing students to pursue a career in SPP. CONCLUSIONS: In a convenience sample survey of pharmacy students at ACPE-accredited colleges of pharmacy, perspectives on SPP, curricular coverage of SPP, and SPP careers varied significantly based on student work experience. DISCLOSURES: This study received funding support from the Wayne State University Department of Pharmacy Practice Research & Development Fund. The authors do not have any conflicts of interest or financial disclosures to declare.

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.

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.

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.

Liability and litigation risks for colleges and schools of pharmacy.

The potential for legal liability involving faculty members and students in higher education settings is a topic that warrants serious attention by administrators. Specific areas identified as high risk include dismissal of a faculty member, denial of tenure, misappropriation of grant-funding, intellectual property conflicts, Family and Medical Leave Act (FMLA) issues, sexual harassment, student suspension, disabilities, and student privacy issues. Examples of litigation in the higher-education setting are presented, along with a list of online resources for additional information. It is important for higher education administrators, faculty members, staff members, and students to recognize the currently accepted legal rights and responsibilities associated with these high-risk areas.

Fostering and managing diversity in schools of pharmacy.

Organizational benefits of diversity in the workplace have been well documented. In health professions, however, diversity-related research traditionally has focused on the effect of diversity on health care disparities. Few tools exist describing the benefits of diversity from an organizational standpoint to guide pharmacy administrators and faculty members in nurturing and developing a culture of diversity. Given the scarcity of pharmacy specific data, experience from other academic areas and national/international diversity reports were incorporated into this manuscript to supplement the available pharmacy evidence base. This review summarizes the benefits of diversity from an academic organizational standpoint, discusses the issues administrators and faculty members must consider when developing programs, and provides guidance on best practices in fostering and managing diversity.

Economic justification for a public school of pharmacy: lessons for Nevada.

There is a nationally recognized shortage of pharmacists in the United States that is more pronounced in the West. This shortage will worsen with the rapid growth and aging of the population. Demand for traditional pharmaceutical care services has grown faster in the last decade than predicted and is projected to outpace the entry of pharmacists into the workforce. The growth of direct patient care roles for pharmacists, together with the increasing need for pharmacist services in the management of health care, threatens to overpower the present capacity of pharmaceutical education. Healthcare officials and consumers alike are becoming increasingly concerned about the pressure on pharmacist services leading to decreased access to pharmaceutical care and an increase in the frequency of medication errors both having a major impact on the health of patients. While the impact of the pharmacist shortage on the quality of pharmaceutical care has been the subject of recent concern, the role of pharmacists in economic development has not been adequately addressed. In this review, we examine the impact of the shortage of pharmacists and apply economic principals to the impact created by the addition to a state economy of a public school of pharmacy. We apply this analysis to the proposed addition of a public school of pharmacy in Nevada, the fastest growing state in the nation, which currently has a single, private pharmacy school.

Ensino da homeopatia na graduação em farmácia: concepções e práticas pedagógicas em instituições do estado do Rio de Janeiro / Enseñanza de la homeopatía en el grado en farmacia: concepciones y prácticas pedagógicas en instituciones del estado de Rio de Janeiro / The teaching of homeopathy in pharmacy undergraduation: pedagogical conceptions and practices in institutions from the state of Rio de Janeiro

Este trabalho aborda a situação do ensino de homeopatia nas faculdades de farmácia do estado do Rio de Janeiro, buscando identificar e analisar a situação político-pedagógica com relação à perspectiva curricular de formação do farmacêutico generalista, tendo em vista as Diretrizes Curriculares Nacionais do Curso de Graduação em Farmácia. Discutem-se os aspectos legais da questão e as percepções dos professores a respeito. O ensino de homeopatia no estado do Rio de Janeiro é oferecido por duas universidades públicas e 12 instituições particulares, sendo que nas públicas a disciplina é optativa e nas particulares, em sua maioria, é obrigatória. Tanto na graduação quanto na especialização em homeopatia, o foco é o preparo de medicamentos, incluindo uma abordagem teórica da filosofia homeopática.

This work addresses the situation of homeopathy education carried out in the pharmacy faculties of the state of Rio de Janeiro, seeking to identify and analyze the political and pedagogical situation with regard to the curricular perspective of the education of the generalist pharmacists, in relation to the Brazilian Curricular Policies for the Pharmacy Undergraduation Courses. Legal aspects and the reports of teachers were addressed, showing that the homeopathy teaching in the State of Rio de Janeiro is offered by two public universities and 12 private institutions. While homeopathy teaching in public universities is an extracurricular discipline, the majority of the private institutions offers it as an obligatory one. Both in undergraduation as in specialization courses in homeopathy, the focus is the preparation of drugs, including a theoretical approach to the philosophy of homeopathy.

Este artículo investiga la situación de la enseñanza de la homeopatía en las facultades de farmacia del estado de Rio de Janeiro, buscando identificar y analizar la situación político-pedagógica con respecto a la perspectiva curricular de formación del farmacéutico generalista, teniendo en cuenta las Directrices Curriculares Nacionales del Curso de Grado en Farmacia. Se discuten aspectos jurídicos del tema y percepciones de profesores. En el estado de Rio de Janeiro, ofrecen la enseñanza de la homeopatía dos universidades públicas y 12 instituciones privadas; las públicas ofertan la disciplina en forma opcional, y las demás, en forma obligatoria. El estudio demuestra que tanto en el grado como en la especialización en homeopatía, el foco es la preparación de las medicinas, inclusos los contenidos teóricos de la filosofía homeopática.

Bolonia versus innovación / Bolonia versus Innovation

El comienzo de la Licenciatura en Farmacia, en el entorno del EEES, exige un esfuerzo innovador. Los calificados docentes deben fomentar los aspectos básicos relacionados con la formación humanística, aspectos históricos, sociológicos, legislativos de la profesión farmacéutica. Por esta razón, también valor normativo español y europeo en relación con la Ley sanitarias. En este resumen, se analizan las principales dificultades de la enseñanza al aprendizaje. Además como la promoción de estrategias de aprendizaje de los estudiantes autónomos. Por esta razón, es necesario la nueva aplicación de nuevos métodos de enseñanza(AU)

The beginning of the Bachelor in Pharmacy, in the environment of EHEA, demands an innovative effort. The proffesors must foment the basic aspects related with the humanistic, historical, sociological aspects, legislatives of the pharmaceutical profession. For this reason, we will also value normative Spanish and European relative to sanitary Law. In this abstract, we analyze the main difficulties from the teaching to the learning. Besides as promoting strategies of the students' autonomous learning. For this reason it is necessary the new application of new methods of teaching(AU)