Objective. To design, implement, and evaluate a course on health promotion and literacy. Design. Course objectives such as the development of cultural competency skills, awareness of personal biases, and appreciation of differences in health beliefs among sociocultural groups were addressed using a team-based learning instructional strategy. Student learning outcomes were enhanced using readiness assessment tests (RATs), group presentations, portfolio reflections, and panel discussions. Conclusions. Evidence supporting enhanced cultural competency after completing the course affirms its value as we prepare pharmacy students to provide patient-centered care in a culturally diverse world.

This article explains the rationale for development of interferons as therapeutic agents, and describes commercial products available today. It also provides a summary of studies that have been performed with interferons for use as exogenous biological response modifiers in viral infections. Overall, the best data exist for treatment of viral hepatitis B and C, for which interferons are a cornerstone of therapy. Although infections with human papillomavirus and common cold viruses sometimes respond favorably to interferons, their outcomes are far from ideal. Finally, the role of interferons as vaccine adjuvants is still being explored but could be promising.

Objectives. To describe and evaluate a new student orientation program designed to lay the foundations for a community of learners. Design. A weeklong orientation program structured as the first week of an 18-week fall semester was held for the first-professional year class. Each of the activities supported program objectives and developed elements of a community of learners. Assessment. Students' reflective portfolios, daily evaluations and final program evaluations provided evidence of development of a community of learners. Positive student observations included the use of technology, a discussion of the curriculum and experiential education, the use of reflective portfolios, and presentations from pharmacy practitioners. Students also appreciated becoming acquainted with the faculty, staff, and their peers in a non-threatening atmosphere. Some of the aspects rated as least helpful were the learning styles exercise, library tour, history of pharmacy session, and the overall length of the orientation. Summary. A model for a new student orientation program that builds the foundations for the development of a community of learning, which is vital to preparing students to provide pharmaceutical care in interdisciplinary teams and become critical thinkers, was successfully established. This model could be implemented at other schools of pharmacy.The revisions to the Accreditation Council for Pharmacy Education's Standards 2000 and newly approved guidelines that become effective in 2007 advocate that pharmacy graduates should be able to provide pharmaceutical care in cooperation with patients, prescribers, and other members of an interprofessional health care team, and promote health improvement, wellness, and disease prevention.1 ACPE Standards emphasize that graduates must be able to communicate and collaborate with various persons in order to engender a cooperative team approach to patient care. We refer to these as the ''3C's of Community.'' The standards also advocate teaching and learning methods that engage students as active, self-directed learners, and foster the development and maturation of critical thinking and problem-solving skills that meet the diverse learning needs of students. The Institute of Medicine (IOM) has also advocated a health professions competency in which students work in interdisciplinary teams.

Objective. To describe the introduction of an education concentration in a doctor of pharmacy (PharmD) program and to evaluate its impact on students' knowledge and attitudes about teaching. Design. A concentration consisting of 3 elective 2-credit didactic courses and an advanced pharmacy practice experience with a teaching focus were developed and implemented into the PharmD curriculum.Assessment. An attitudes survey instrument and knowledge test were administered to students enrolled in the education concentration track at baseline and after completing the 3 didactic education courses. Students' attitudes toward using various assessment tools and instructional strategies improved and knowledge about concepts in higher education and interest in pursuing a career in academia increased. Conclusion. Pharmacy students completing an education concentration were more likely to consider a career in higher education.

This article presents a study focused on how to assess whether students are learning as a result of a study abroad course and not just experiencing a trip to a foreign country. Appropriate assessments that are embedded into the study abroad course will complement the learning goals of the program and provide course assessment data.