Objective. To describe students' and faculty members' perceptions of the impact of lecture recording in a doctor of pharmacy (PharmD) curriculum. Methods. Second-and third-year pharmacy students and faculty members completed an anonymous survey instrument regarding their perceptions of lecture recording with 2 classroom lecture capture software programs, Camtasia Studio and Wimba Classroom. Results. Most students (82%) responded that Camtasia was very helpful and almost half (49%) responded that Wimba Classroom was helpful (p,0.001). Forty-six percent of the students reported being more likely to miss a class that was recorded; however, few students (10%) reported using recordings as a substitute for attending class. The most common concern of faculty members was decreased student attendance (27%). Conclusion. Pharmacy students consider lecture recordings beneficial, and they use the recordings primarily to review the lecture. While faculty members reported concerns with decreased attendance, few students reported using recordings as an alternative to class attendance.

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Background: Capstone courses are well documented in pharmacy programmes, but vary in content, methods, and assessment. Aim: To describe the development and implementation of a capstone course for pharmacy students. Description: Components of the capstone course included clinical reviews, pre-tests, calculations, cases, and formative and summative objective structured clinical examinations (OSCEs). Formative OSCEs were a unique aspect of this capstone course, and were used to help students identify clinical strengths and recognise areas of weakness prior to advanced pharmacy practice experiences (APPE). Evaluation: A total of 72 students completed the capstone course in spring 2018. Student survey data indicated that the format of the course was conducive to learning, particularly the use of formative OSCEs. Conclusion: A capstone course was successfully designed and implemented that assessed a variety of pharmacy knowledge and skills prior to APPE. Student feedback and performance in the course provided insight that led to revisions in the pre-APPE curriculum.