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.

Elevated blood pressure in the developing world: a role for clinical pharmacists.

OBJECTIVE: The objective of this study was to evaluate the prevalence and patient knowledge of elevated blood pressure amongst a cross-section of patients in underserved communities in three selected low-income countries worldwide: El Salvador, India and Kenya. METHODS: Mobile medical clinics were established as part of medical mission trips in El Salvador, India and Kenya. Willing male and female patients, at least 25 years of age, who presented at each clinic were screened for elevated blood pressure, including 332 patients in El Salvador, 847 patients in India and 160 patients in Kenya. Patients were classified into Stage I or II elevated blood pressure based on modified JNCVII guidelines. A questionnaire was completed regarding their knowledge about the existence and management of their disease state. KEY FINDINGS: Of the 1339 patients screened, 368 presented with elevated blood pressure (27%). Of these patients, 147 had been previously informed of hypertension or an elevated blood pressure (39.9%), 28 reported receiving antihypertensive medication (7.6%) and 24 reported awareness of non-pharmaceutical treatment options (6.5%). In Kenya, 81 patients were screened in a rural setting and 79 in an urban setting. Patients demonstrating controlled blood pressure were 63 (78%) and 38 (48%), respectively, demonstrating a significant difference between the rural versus urban settings (P = 0.00359). CONCLUSIONS: All regions demonstrated similar trends in the prevalence of elevated blood pressure, highlighting the need for increased disease state education in these regions.

Analysis of compounded pharmaceutical products to teach the importance of quality in an applied pharmaceutics laboratory course.

OBJECTIVE: To assess the effectiveness of a product-analysis laboratory exercise in teaching students the importance of quality in pharmaceutical compounding. DESIGN: Second-year pharmacy students (N=77) participated in a pharmaceutical compounding laboratory exercise and subsequently analyzed their final product using ultraviolet (UV) spectrometry. ASSESSMENT: Reflection, survey instruments, and quiz questions were used to measure how well students understood the importance of quality in their compounded products. Product analysis showed that preparations compounded by students had an error range of 0.6% to 140%, with an average error of 23.7%. Students' reflections cited common sources of error, including inaccurate weighing, contamination, and product loss during both the compounding procedure and preparation of the sample for analysis. Ninety percent of students agreed that the exercise improved their understanding of the importance of quality in compounded pharmaceutical products. Most students (85.7%) reported that this exercise inspired them to be more diligent in their preparation of compounded products in their future careers. CONCLUSION: Integrating an analytical assessment during a pharmaceutical compounding laboratory can enhance students' understanding of quality of compounded pharmaceutical products. It can also provide students a chance to reflect on sources of error to improve their compounding technique in the future.

Evolution of preprofessional pharmacy curricula.

OBJECTIVES: To examine changes in preprofessional pharmacy curricular requirements and trends, and determine rationales for and implications of modifications. METHODS: Prerequisite curricular requirements compiled between 2006 and 2011 from all doctor of pharmacy (PharmD) programs approved by the Accreditation Council of Pharmacy Education were reviewed to ascertain trends over the past 5 years. An online survey was conducted of 20 programs that required either 3 years of prerequisite courses or a bachelor's degree, and a random sample of 20 programs that required 2 years of prerequisites. Standardized telephone interviews were then conducted with representatives of 9 programs. RESULTS: In 2006, 4 programs required 3 years of prerequisite courses and none required a bachelor's degree; by 2011, these increased to 18 programs and 7 programs, respectively. Of 40 programs surveyed, responses were received from 28 (70%), 9 (32%) of which reported having increased the number of prerequisite courses since 2006. Reasons given for changes included desire to raise the level of academic achievement of students entering the PharmD program, desire to increase incoming student maturity, and desire to add clinical sciences and experiential coursework to the pharmacy curriculum. Some colleges and schools experienced a temporary decrease in applicants. CONCLUSIONS: The preprofessional curriculum continues to evolve, with many programs increasing the number of course prerequisites. The implications of increasing prerequisites were variable and included a perceived increase in maturity and quality of applicants and, for some schools, a temporary decrease in the number of applicants.

Assessment and recommendations of compounding education in AACP member institutions.

In August 2009, the American Association of Colleges of Pharmacy (AACP) Council of Sections established a Task Force to assess the current status of compounding education at its member institutions and to provide recommendations for future direction. The Task Force conducted a survey in late June 2010 of faculty members enrolled in the AACP Pharmaceutics and Pharmacy Practice sections to gain qualitative information of the current state of compounding education. The survey results were then organized around eight curricular topics for which the Task Force members provided interpretations and recommendations. A final report was sent to the AACP Council of Sections on February 15, 2011. This publication provides the information contained in that final report to the professional community.

A continuous professional development process for first-year pharmacy students.

OBJECTIVES: To develop, pilot test, and evaluate a continuous professional development (CPD) process for first-year pharmacy (P1) students. DESIGN: Students and faculty members were introduced to the important elements of the CPD process via a live training program. Students completed the year-long 4-step CPD cycle by identifying a learning objective, creating a plan, completing the learning activity, evaluating their learning outcome, documenting each step, and meeting with their faculty advisor for feedback and advice. ASSESSMENT: Seventy-five first-year students (100%) successfully completed the CPD process during the 2009-2010 academic year. The students spent an average of 7 hours (range 2 to 20 hours) on the CPD process. The majority of faculty members (83%) completing the survey instrument found the process valuable for the students and would like to see the program continued. CONCLUSION: Integrating a CPD requirement for students in a college or school of pharmacy is feasible and valuable to students' developing life-long learning skills. Effective and frequent training of faculty members and students is a key element in the CPD process.

Stability of methimazole in poloxamer lecithin organogel to determine beyond-use date.

The purpose of this stability study was to determine the beyond-use date of the active ingredient methimazole extemporaneously prepared for transdermal absorption to treat feline hyperthyroidism. The methimazole was prepared in poloxamer lecithin organogel and subjected to a three-month stability study. It was determined that under room temperature conditions (25 degrees Celsius +/- 2 degrees/60% RH +/- 5%) the methimazole concentration remained above 90% after 62 days. An accelerated condition of 35 degrees Celsius and refrigerated condition of 5 degrees Celsius were also employed to see how temperature affected the stability of the drug. Under all three conditions the methimazole concentration dropped below 90% after day 62. It was observed that the refrigerated conditions appeared to be least stable both physically and chemically. A control sample was also prepared, stored, and packaged similarly to the sample preparations. As a result, the beyond-use date was determined to be 60 days at room temperature. The drug preparation should not be stored in a refrigerated condition.

Retention of compounding skills among pharmacy students.

OBJECTIVE: To evaluate the competency of second-year pharmacy students to compound capsules from a prescription 12 months after completing a compounding course. METHODS: Students who completed the compounding course were given the same prescription they had been given 12 months earlier to compound metoprolol capsules. No warning of the second exercise was given and they were expected to prepare capsules and package and label the finished product. Performance was evaluated in an identical manner for both exercises based on the level of professional competency of a score of 80% or above. RESULTS: Eighty-seven percent fewer students achieved a score of 90% or more on the second exercise and 81% fewer students demonstrated the required competency. CONCLUSIONS: Differences in scores on the first and second exercises indicate that pharmacy students' level of competency and retention of knowledge with respect to compounding capsules is not adequately retained after a 12-month hiatus.