Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs (original) (raw)
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Teaching Award and Recognition Programs in U.S. Schools and Colleges of Pharmacy
The purpose of this study was to gather data from U.S. schools and colleges of pharmacy (SCOPs) in order to describe policies and procedures used in the operation of teaching award and recognition programs. Specific objectives were: to identify changes over the past ten years, to provide suggested "best practices," and to encourage individual program review. A mail questionnaire was sent to a designated contact at every SCOP in April 2001. Multiple reminders were used in the month of May resulting in a 96 percent response rate with 79/82 institutions providing data. Seventy (89 percent) of the institutions bestow at least one teaching award per academic year. Selection policies and procedures, award types and numbers bestowed, and criteria used are highly variable across SCOPs. Institutions should review their policies and procedures based on the criteria and "best practices" presented.
Pharmacy Education, 2018
The National Student Performance Examination (ENADE) is part of the National System of Higher Education Assessment (SINAES) as a mandatory curricular component in Brazilian undergraduate courses. The objective of this study was to analyse, in a critical-reflexive way, the ENADE questions, applied to the academics of Pharmacy. Four questionnaires were developed, each containing ten questions originally transcribed from the ENADE 2010 proof. Through the Qualtrics Survey Software system, 131 professors, assigned to 18 Rio Grande do Sul Pharmacy courses, performed the analysis of the 40 questions. In their opinion, the Pharmacy ENADE 2010 proof addresses the principles set out in the National Curriculum Pharmacy Guidelines (DCNF). However, it presents an asymmetric distribution of the aspects required for the formation of a general pharmacist. Specific questions further assessed professional ability in managing drugs and medicines, required critical-reflexive ability and interdisciplina...
Assessment of Pharmacy Graduates' Educational Outcomes 1
1994
The purpose of this project was to develop a model for a self-reported assessment of achievement of educational outcomes identified in AACP's Background Paper II. The following areas were addressed: (i) preparation for demonstrating 10 occupational skills; (ii) preparation/encouragement to acquire 30 educational outcomes; and (iii) identification of differences in occupational skills or educational outcomes when analyzed by year of graduation and entry-level degree. A seven-page questionnaire was mailed to 770 potential respondents from five entire graduating classes for one school of pharmacy (Purdue University). A response rate of 66.3 percent was obtained. Preparation for most occupational skills and educational outcomes was rated above the 1-4 scale midpoint. In general, more recent graduates and those with a BS degree (vs. PharmD) provided higher item ratings. This assessment of students' outcomes has provided baseline information for the future refinement of the School's educational programs. This approach can serve as a model for other schools' assessment programs.
Credentials for a PharmD graduate: The voyage never ends
SAGE Open Medicine, 2015
Doctor of Pharmacy (PharmD) is a professional pharmacy degree qualification offered by universities worldwide. While the graduates from the West are familiar with scope and job opportunities that present on completion of a PharmD degree, graduates from Asia and the Middle-East are coming to grips with the future of PharmD program and the role that it could play in career advancement. Through this review, we would like to highlight that numerous credential programs are available which can be added to the armory of PharmD graduates for advancement of their professional careers. The credentials detailed in this review are designed for PharmD graduates to optimize pharmaceutical care in specialized clinical settings such as geriatrics and ambulatory medicine. We have assembled an extensive list of post-PharmD educational opportunities to enhance professional practice for pharmacy graduates.
1979 Evaluation of the UMKC School of Pharmacy Externship Program
1979
The externship program of the School of Pharmacy of the University of Missouri at Kansas City was evaluated. Both the teaching associate pharsacist and the extern vere asked to complete externship evaluation questionnaires atithe end of the training. The externships were divided into two groups for analysis of the evaluation questionnaires: those served in hospital pharmacies and those served in community pharmacies. Data indicate that the School of Pharmacy attained its participation goals .with respect to the externship program and that both the externs and the teaching associates we're generally positive about the value cf the experience and the performance. of the students. Data also are presented describing students' pre-externship and poit-externsbip responses to --A-73-em attitude questionnaire. Student resp.Alses generally were in the positive or desirable direction both before and after the externship, and the externship contributeld to an enhanced perception among students that they had keen well prepared for the practice of pharsacy. Student and teaching associate open-ended comments on the questionnaires as well as interviews indicated that many cf the students felt the teaching associates went out of their way to provide a wide range of beneficial learning experiences. (sw)
Center for the Advancement of Pharmacy Education 2013 Educational Outcomes
American Journal of Pharmaceutical Education, 2013
An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations.
American Journal of Pharmaceutical Education, 2019
To describe admission scores, including multiple miniinterview (MMI), pre-pharmacy average (PPA) and Pharmacy College Admission Test (PCAT), and covariates (age, prior degree, re-application, gender), in cohorts admitted in 2011 and 2012 to the PharmD program at University of Toronto. To determine predictive validity of admission scores and covariates, with respect to year 3 grade point average (GPA), year 4 advanced pharmacy practice experience (APPE) rotations, and scores on Pharmacy Examining Board of Canada (PEBC) Qualifying Examinations: multiple choice question (MCQ) and objective structured clinical examination (OSCE). Methods: Descriptive statistics and correlations were determined for admission scores and covariates. Multiple linear regression analyses were conducted with PPA, PCAT composite, and MMI scores as predictor variables. Dependent variables were Year 3 GPA, APPE scores (community and institutional), PEBC-MCQ and OSCE scores. Results: Consenting students admitted in 2011 and 2012 with matched PEBC scores totaled 229 (56.8% female) and 219 (64.8% female), respectively.
Trends in Research and Graduate Affairs in Schools and Colleges of Pharmacy, Part 2: Students
The American Journal of Pharmaceutical Education, 2020
Objective. To examine the landscape of research and graduate affairs nationally and within schools and colleges of pharmacy. This report, part 2 of a three-part series, focuses on characteristics of fulltime PhD enrollees and graduates in schools and colleges of pharmacy, and career planning and preparation in graduate programs. Findings. Despite a 41% increase in funding awarded by the National Institutes of Health (NIH) to schools and colleges of pharmacy over the last 10 years, NIH funding per principal investigator only increased 14% and graduate student enrollment increased just 6% during the period. However, there was a 15% increase in PhD degrees conferred in the 10-year period, which is evidence that degree completion time decreased. The number of female graduates from pharmacy schools consistently increased, and outpaced growth in the number of male graduates by more than 10%. Most graduate programs do not include training for industry-specific skills, abilities, and experiences to better prepare graduates for nonacademic careers, although national programs have been recognized as vital to graduate student career preparation. Summary. Graduate biomedical science programs and faculty members must recognize that academia is an "alternative" career choice for their trainees, and provide job skills training to support the majority of nonacademic career choices, without compromising the rigorous training in basic biomedical disciplines.