Continuation Versus Interruption of Renin-Angiotensin System Inhibitors in Acute Decompensated Heart Failure: A Brief Report.

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Immunization Education in US Pharmacy Colleges and Schools.

Objective. To determine the extent to which immunization is covered at US colleges and schools of pharmacy and to characterize what immunization- and vaccine-related content is taught. Methods. An invitation to complete a 23-question online survey instrument was sent to 128 accredited US pharmacy colleges and schools. Frequency and descriptive statistics were used to characterize the data, and the Fisher exact test was used to compare opportunities for students to engage in introductory and advanced pharmacy practice experiences (IPPEs and APPEs) at schools located in states that did or did not allow pharmacy students and interns to vaccinate. Results. Eighty accredited US pharmacy schools responded to the survey (62.5% response rate). The APhA Pharmacy-Based Immunization Delivery Program was offered by 73 (91.3%) schools, while a different immunization certificate program was offered by 5 (6.3%) schools. Sixty-nine (86.3%) and 36 (45%) of the schools had integrated immunization topics into their required core curriculum (mean 8.4 contact hours) and elective curriculum, respectively. Of the 27 immunization-related topics identified, 23 (85.2%) were covered by at least 80% of schools. More than 80% of schools offered IPPEs and more than 90% offered APPEs that provided opportunities for students to engage in immunization-related activities. Schools located in states that permitted pharmacy students and interns to vaccinate more commonly offered immunization-related opportunities through IPPEs (86.5% vs. 0%) and APPEs (97.3% vs. 20%) than those schools in states that did not. Conclusion. Immunization curricula at US colleges and schools of pharmacy appear to align with ACPE standards, as well as the recommendations of the American Association of Colleges of Pharmacy and the American College of Clinical Pharmacy. Furthermore, nearly all of the schools are using the APhA Program to do so.

Introduction and Assessment of a Blended-Learning Model to Teach Patient Assessment in a Doctor of Pharmacy Program.

Objective. To integrate a blended-learning model into a two-course patient assessment sequence in a doctor of pharmacy (PharmD) program and to assess the academic performance and perceptions of enrolled students. Design. A blended-learning model consisting of a flipped classroom format was integrated into a patient assessment (PA) course sequence. Course grades of students in the blended-learning (intervention) and traditional-classroom (control) groups were compared. A survey was administered to assess student perceptions. Assessment. The mean numeric grades of students in the intervention group were higher than those of students in the traditional group (PA1 course: 92.2±3.1 vs 90.0±4.3; and PA2 course: 90.3±4.9 vs 85.8±4.2). Eighty-six percent of the students in the intervention group agreed that the instructional methodologies used in this course facilitated understanding of the material. Conclusion. The blended-learning model was associated with improved academic performance and was well-received by students.