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Papers by Mary Stamatakis

Research paper thumbnail of Interdisciplinary Education in Rural West Virginia

Research paper thumbnail of Treatment of chronic hypocalcemia with intraperitoneal calcium

American Journal of Health-system Pharmacy, 1995

Research paper thumbnail of Meeting the Goals of Healthy People 2010 Through Community-Campus Partnerships

Research paper thumbnail of Developing and Mapping School Educational Outcomes (EOs) as the Foundation for a Comprehensive Assessment Plan

Research paper thumbnail of SPECIAL ARTICLES Excellence in Curriculum Development and Assessment

Research paper thumbnail of Meeting the Goals of Healthy People 2010 Through Community-Campus Partnerships

Research paper thumbnail of Vancomycin administration during dialysis with low-flux polysulfone membranes: traditional versus a supplemental dosage regimen

American Journal of Health-System Pharmacy, 2003

Research paper thumbnail of Interdisciplinary Education in Rural West Virginia

Research paper thumbnail of An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum

American Journal of Pharmaceutical Education, 2004

BACKGROUND Colleges and schools of pharmacy have undergone major curricular changes to better pre... more BACKGROUND Colleges and schools of pharmacy have undergone major curricular changes to better prepare first-professional degree doctor of pharmacy students for practice and to enhance problem-solving skills. The use of tech

Research paper thumbnail of Meeting the Goals of Service Learning in Pharmacy Education through Community Campus Partnerships

Partnerships : A Journal of Service-Learning and Civic Engagement, May 23, 2012

This paper describes the experiences and implementation of a servicelearning program at the West ... more This paper describes the experiences and implementation of a servicelearning program at the West Virginia University School of Pharmacy from 2006 to present. In 2006, the School of Pharmacy began a curricular revision to include Introductory Pharmacy Practice Experiences (IPPEs) throughout the curriculum. These were developed to provide students experience in providing patient care and developing disease prevention and health promotion programming in a variety of settings. The servicelearning component of IPPE is a three-semester long experience that focuses on developing a project that meets one or more objectives of Healthy People 2020. The paper describes the course objectives, structure, and assessment. The program was assessed through student evaluations and the impact on the community. The paper highlights meaningful ways to integrate service-learning into a health professional curriculum. Healthy People 2010, published by the U.S. Department of Health and Human Services, was a statement of national health objectives (U.S. Department of Health and Human Services, 2001). It was based on these fundamental goals: to increase quality and years of healthy life; and to eliminate health disparities. While the objectives delineated in the Healthy People report are used by many different people, states, communities, and organizations, they share the common objective of helping others develop programs to improve health. In 2010, Healthy People 2020 was published and further outlined objectives related to health and wellness for the next decade (U.S. Department of Health and Human Services, 2010). Educating health care professionals to provide disease prevention and health promotion services continues to be a primary focus in academic medicine. The Clinical Prevention and Population Health Curriculum Framework Task Force was formed as a joint venture between

Research paper thumbnail of Academic Pharmacy Administrators' Perceptions of Core Requirements for Entry Into Professional Pharmacy Programs

American Journal of Pharmaceutical Education, 2008

Objectives. To determine which basic and social science courses academic pharmacy administrators ... more Objectives. To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. Methods. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. Results. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Conclusions. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Research paper thumbnail of Comparison of Students' Performance in and Satisfaction With a Clinical Pharmacokinetics Course Delivered Live and by Interactive Videoconferencing

American Journal of Pharmaceutical Education, Sep 1, 2006

Objectives. To compare students' performance in and course evaluations for a clinical pharmacokin... more Objectives. To compare students' performance in and course evaluations for a clinical pharmacokinetics course taught in a traditional classroom setting, and for the same course taught via interactive videoconferencing. Methods. The course was taught in a traditional classroom setting to 38 students, and in asynchronous sessions via interactive videoconferencing to 75 students at a distant site. A course evaluation was administered to each group at the conclusion of the courses. Results. The students in the live classroom setting had a higher mean final course grade of 90.7% compared to the mean final course grade (87.8%) of students in the interactive videoconferencing group (P 5 0.024). The mean evaluation score for students in the videoconferencing class were higher than for students in the live classroom setting (4.73 vs. 4.58; P , 0.001). Conclusions. Students in both the classroom setting and interactive videoconferencing setting performed well and had a high overall perception of the course.

Research paper thumbnail of Stability of high-dose vancomycin and ceftazidime in peritoneal dialysis solutions

American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists, 1999

Research paper thumbnail of Factors influencing adherence in chronic dialysis patients with hyperphosphatemia

Objective: To determine if patients with moderate hyperphosphatemia are more knowledgeable about ... more Objective: To determine if patients with moderate hyperphosphatemia are more knowledgeable about hyperphosphatemia and its treatment than patients with severe hyperphosphatemia.Design: Observational study.Setting: University-affiliated outpatient dialysis center.Patients: Twenty-one stable, chronic hemodialysis or continuous ambulatory peritoneal dialysis patients with serum phosphorus concentrations greater than 4.5 mg/dL were divided into two groups based on moderate and severe hyperphosphatemia.Intervention: Participants were evaluated by

Research paper thumbnail of Influence of pH on the dissolution of folic acid supplements

International Journal of Pharmaceutics, 2009

The vitamin folic acid has received considerable attention because of its role in decreasing the ... more The vitamin folic acid has received considerable attention because of its role in decreasing the risk of neural tube birth defects, and its potential role in reducing the risks of cardiovascular and psychiatric diseases. A significant concern is the quality of commercially available folic acid products. We evaluated the pharmaceutical performance of 15 currently available folic acid products in terms of meeting the USP standards for disintegration and dissolution, and showed that there has been significant improvement in the past decade in the quality of these products. However, at least one product failed to meet the requirement of each test performed. Since folic acid absorption is maximal at the proximal jejunum, dissolution was further evaluated in simulated gastric fluid. All the products failed to release more than 75% of the active ingredient in 60 min. While some excipient-related factors were preliminarily considered, it was ultimately proposed that the failure may be related to the pH-dependency of the solubility of folic acid, a premise supported by faster dissolution of laboratory prepared buffered folic acid tablets. The more limited solubility of folic acid in acidic medium should be taken into consideration in the required dissolution testing methods, as well as in product formulation to optimize release.

Research paper thumbnail of Excellence in Curriculum Development and Assessment

American Journal of Pharmaceutical Education, 2003

Pharmacy and other health sciences educators have often faced curriculum and assessment issues. H... more Pharmacy and other health sciences educators have often faced curriculum and assessment issues. However, as expectations for accountability and assessment have continued to grow for higher education institutions, there is increasing concern about the development of assessment plans and the appropriate use of assessment data. A variety of approaches have been used for development of both curriculum and program assessment plans. Although there is no single correct method for accomplishing either task, there are important principles, concepts, characteristics, and approaches that should be considered, such as beginning with well-defined student learning outcomes, using educational approaches designed to facilitate student achievement of those outcomes, and designing assessment strategies that target the specific outcomes. Faculty at schools and colleges of pharmacy need to understand educational concepts and theories, the principles/characteristics of effective assessment programs, obstacles to assessment plan development and ways to minimize them, and methods to create an environment conducive to curriculum and assessment efforts. They should also consider their own unique circumstances when undertaking curriculum modifications and preparing/implementing a comprehensive assessment plan. Professional associations and accrediting agencies can also fill an important role by assisting schools and colleges in their efforts to improve student learning.

Research paper thumbnail of Academic Pharmacy Administrators' Perceptions of Core Requirements for Entry Into Professional Pharmacy Programs

American Journal of Pharmaceutical Education, 2008

Objectives. To determine which basic and social science courses academic pharmacy administrators ... more Objectives. To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study.

Research paper thumbnail of Interdisciplinary Education in Rural West Virginia

Research paper thumbnail of Treatment of chronic hypocalcemia with intraperitoneal calcium

American Journal of Health-system Pharmacy, 1995

Research paper thumbnail of Meeting the Goals of Healthy People 2010 Through Community-Campus Partnerships

Research paper thumbnail of Developing and Mapping School Educational Outcomes (EOs) as the Foundation for a Comprehensive Assessment Plan

Research paper thumbnail of SPECIAL ARTICLES Excellence in Curriculum Development and Assessment

Research paper thumbnail of Meeting the Goals of Healthy People 2010 Through Community-Campus Partnerships

Research paper thumbnail of Vancomycin administration during dialysis with low-flux polysulfone membranes: traditional versus a supplemental dosage regimen

American Journal of Health-System Pharmacy, 2003

Research paper thumbnail of Interdisciplinary Education in Rural West Virginia

Research paper thumbnail of An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum

American Journal of Pharmaceutical Education, 2004

BACKGROUND Colleges and schools of pharmacy have undergone major curricular changes to better pre... more BACKGROUND Colleges and schools of pharmacy have undergone major curricular changes to better prepare first-professional degree doctor of pharmacy students for practice and to enhance problem-solving skills. The use of tech

Research paper thumbnail of Meeting the Goals of Service Learning in Pharmacy Education through Community Campus Partnerships

Partnerships : A Journal of Service-Learning and Civic Engagement, May 23, 2012

This paper describes the experiences and implementation of a servicelearning program at the West ... more This paper describes the experiences and implementation of a servicelearning program at the West Virginia University School of Pharmacy from 2006 to present. In 2006, the School of Pharmacy began a curricular revision to include Introductory Pharmacy Practice Experiences (IPPEs) throughout the curriculum. These were developed to provide students experience in providing patient care and developing disease prevention and health promotion programming in a variety of settings. The servicelearning component of IPPE is a three-semester long experience that focuses on developing a project that meets one or more objectives of Healthy People 2020. The paper describes the course objectives, structure, and assessment. The program was assessed through student evaluations and the impact on the community. The paper highlights meaningful ways to integrate service-learning into a health professional curriculum. Healthy People 2010, published by the U.S. Department of Health and Human Services, was a statement of national health objectives (U.S. Department of Health and Human Services, 2001). It was based on these fundamental goals: to increase quality and years of healthy life; and to eliminate health disparities. While the objectives delineated in the Healthy People report are used by many different people, states, communities, and organizations, they share the common objective of helping others develop programs to improve health. In 2010, Healthy People 2020 was published and further outlined objectives related to health and wellness for the next decade (U.S. Department of Health and Human Services, 2010). Educating health care professionals to provide disease prevention and health promotion services continues to be a primary focus in academic medicine. The Clinical Prevention and Population Health Curriculum Framework Task Force was formed as a joint venture between

Research paper thumbnail of Academic Pharmacy Administrators' Perceptions of Core Requirements for Entry Into Professional Pharmacy Programs

American Journal of Pharmaceutical Education, 2008

Objectives. To determine which basic and social science courses academic pharmacy administrators ... more Objectives. To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study. Methods. An online survey was sent to deans of all colleges and schools of pharmacy in the United States. Survey respondents were asked to indicate their level of agreement as to whether the basic and social science courses listed in the survey instrument should be required for admission to the professional program. The survey instrument also included queries regarding the optimal length of preprofessional study, whether professional assessment testing should be part of admission requirements, and the respondents' demographic information. Results. The majority of respondents strongly agreed that the fundamental coursework in the basic sciences (general biology, general chemistry, organic chemistry) and English composition should be required for entrance into the professional program. Most respondents also agreed that public speaking, ethics, and advanced basic science and math courses (physiology, biochemistry, calculus, statistics) should be completed prior to entering the professional program. The preprofessional requirements that respondents suggested were not necessary included many of the social science courses. Respondents were evenly divided over the ideal length for preprofessional pharmacy education programs. Conclusions. Although requirements for preprofessional admission have been changing, there is no consistent agreement on the content or length of the preprofessional program.

Research paper thumbnail of Comparison of Students' Performance in and Satisfaction With a Clinical Pharmacokinetics Course Delivered Live and by Interactive Videoconferencing

American Journal of Pharmaceutical Education, Sep 1, 2006

Objectives. To compare students' performance in and course evaluations for a clinical pharmacokin... more Objectives. To compare students' performance in and course evaluations for a clinical pharmacokinetics course taught in a traditional classroom setting, and for the same course taught via interactive videoconferencing. Methods. The course was taught in a traditional classroom setting to 38 students, and in asynchronous sessions via interactive videoconferencing to 75 students at a distant site. A course evaluation was administered to each group at the conclusion of the courses. Results. The students in the live classroom setting had a higher mean final course grade of 90.7% compared to the mean final course grade (87.8%) of students in the interactive videoconferencing group (P 5 0.024). The mean evaluation score for students in the videoconferencing class were higher than for students in the live classroom setting (4.73 vs. 4.58; P , 0.001). Conclusions. Students in both the classroom setting and interactive videoconferencing setting performed well and had a high overall perception of the course.

Research paper thumbnail of Stability of high-dose vancomycin and ceftazidime in peritoneal dialysis solutions

American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists, 1999

Research paper thumbnail of Factors influencing adherence in chronic dialysis patients with hyperphosphatemia

Objective: To determine if patients with moderate hyperphosphatemia are more knowledgeable about ... more Objective: To determine if patients with moderate hyperphosphatemia are more knowledgeable about hyperphosphatemia and its treatment than patients with severe hyperphosphatemia.Design: Observational study.Setting: University-affiliated outpatient dialysis center.Patients: Twenty-one stable, chronic hemodialysis or continuous ambulatory peritoneal dialysis patients with serum phosphorus concentrations greater than 4.5 mg/dL were divided into two groups based on moderate and severe hyperphosphatemia.Intervention: Participants were evaluated by

Research paper thumbnail of Influence of pH on the dissolution of folic acid supplements

International Journal of Pharmaceutics, 2009

The vitamin folic acid has received considerable attention because of its role in decreasing the ... more The vitamin folic acid has received considerable attention because of its role in decreasing the risk of neural tube birth defects, and its potential role in reducing the risks of cardiovascular and psychiatric diseases. A significant concern is the quality of commercially available folic acid products. We evaluated the pharmaceutical performance of 15 currently available folic acid products in terms of meeting the USP standards for disintegration and dissolution, and showed that there has been significant improvement in the past decade in the quality of these products. However, at least one product failed to meet the requirement of each test performed. Since folic acid absorption is maximal at the proximal jejunum, dissolution was further evaluated in simulated gastric fluid. All the products failed to release more than 75% of the active ingredient in 60 min. While some excipient-related factors were preliminarily considered, it was ultimately proposed that the failure may be related to the pH-dependency of the solubility of folic acid, a premise supported by faster dissolution of laboratory prepared buffered folic acid tablets. The more limited solubility of folic acid in acidic medium should be taken into consideration in the required dissolution testing methods, as well as in product formulation to optimize release.

Research paper thumbnail of Excellence in Curriculum Development and Assessment

American Journal of Pharmaceutical Education, 2003

Pharmacy and other health sciences educators have often faced curriculum and assessment issues. H... more Pharmacy and other health sciences educators have often faced curriculum and assessment issues. However, as expectations for accountability and assessment have continued to grow for higher education institutions, there is increasing concern about the development of assessment plans and the appropriate use of assessment data. A variety of approaches have been used for development of both curriculum and program assessment plans. Although there is no single correct method for accomplishing either task, there are important principles, concepts, characteristics, and approaches that should be considered, such as beginning with well-defined student learning outcomes, using educational approaches designed to facilitate student achievement of those outcomes, and designing assessment strategies that target the specific outcomes. Faculty at schools and colleges of pharmacy need to understand educational concepts and theories, the principles/characteristics of effective assessment programs, obstacles to assessment plan development and ways to minimize them, and methods to create an environment conducive to curriculum and assessment efforts. They should also consider their own unique circumstances when undertaking curriculum modifications and preparing/implementing a comprehensive assessment plan. Professional associations and accrediting agencies can also fill an important role by assisting schools and colleges in their efforts to improve student learning.

Research paper thumbnail of Academic Pharmacy Administrators' Perceptions of Core Requirements for Entry Into Professional Pharmacy Programs

American Journal of Pharmaceutical Education, 2008

Objectives. To determine which basic and social science courses academic pharmacy administrators ... more Objectives. To determine which basic and social science courses academic pharmacy administrators believe should be required for entry into the professional pharmacy program and what they believe should be the required length of preprofessional study.