In September 2002, the American Association of Colleges of Pharmacy (AACP) Council of Deans and Pharmacy Practice Section appointed this Task Force and charged it to develop a white paper addressing the role of colleges and schools in developing and administering residency programs. Specifically, the issues to be addressed included:1. What role should colleges and schools of pharmacy play in developing new residencies? Is there a national need at this time for new ones? If so, what should collegiate responsibility be? What are potential models of investment to help develop new residencies?Corollary: What role does residency training play in preparing future faculty? Are there educational experiences that should be incorporated into residency programs that prepare future faculty?2. Explore the postgraduate medical training model that involves schools holding the accreditation for a program and schools then approving the specific training sites. Such a model is already possible for community pharmacy residencies. Should it be applied to other types of pharmacy residency training? What are the advantages and disadvantages of such a model?3. What needs to be done to make available maximum resources for residency training?4. How can colleges partner with residency sites in residency research projects and encourage some residents to seek additional training in order to assume faculty positions?
BACKGROUNDPharmacy residency programs are desirable for advanced patient care practice and future pharmacy leaders. Such programs are estimated to be equivalent to three to five years of work experience to prepare pharmacists for a variety of practice settings. Individuals with residency training can assist colleges and schools of pharmacy in several ways: (a) as full time faculty; (b) as preceptors for the experiential portion of the program; (c) as administrators at hospitals and clinics who can partner with colleges of pharmacy on a common educational mission; (d) as professional leaders on political advocacy issues that can enhance resources to support entry level and advanced pharmacy education; and (e) as pharmacist role models of patient care practice. For this reason, it is essential that colleges of pharmacy assume a significant role in residency training.Colleges and schools of pharmacy are also facing faculty shortages in departments/divisions of pharmacy practice.1 AACP contacted 84 member institutions to complete a survey in December 2002. Responses were received from 67 (79%) colleges/schools, which reported a total of 417 vacant teaching positions, or an average of 6 vacancies per college/school. Of the vacancies, 53.4% were in pharmacy practice and 45.6% were in pharmaceutical sciences. Of the vacancies, 94% were full time faculty positions. 2 The shortages are thought to be due to an inadequate supply of potential faculty, problems with faculty retention, and increased demand for faculty. Multiple etiologies have been proposed including lower salaries of faculty positions compared with industry, hospital, or c...
Prevention of symptoms and conditions impacting cognitions, pain, and perceptions can decrease presenteeism. Minorities' lower rates of presenteeism can be viewed both positively and negatively.
Objectives. To describe the University of Tennessee PharmD/PhD program and assess the prevalence and characteristics of PharmD/PhD programs in the United States. Methods. Survey instruments were mailed in May 2004 to UT dual-degree program participants and deans of US colleges and schools of pharmacy. Results. University of Tennessee PharmD/PhD students completed more than 30 hours of graduate credit before obtaining their PharmD and 72.2% agreed or strongly agreed that the program met their professional goals. More than 40% of US pharmacy colleges and schools have or plan to have PharmD/ PhD programs. A wide variation exists in the level of integration, PhD concentrations offered, entrance requirements, and student benefits. Most schools with PharmD/PhD programs had few students enrolled in the program, but attrition rates were low (,20%) for 69% of the schools. Conclusions. Dual-degree programs attract and retain pharmacy students in research programs and 47.6% of graduates entered academia and industry.
This report describes the experiences of the University of Tennessee College of Pharmacy over 20 years with an international capstone educational experience for students. Although the university provides reciprocal opportunities to international students, this report focuses on the experiences of the college's pharmacy students who have participated in the program. This capstone course is offered as an elective course in the advanced pharmacy practice experience (APPE) component of the college's experiential program. Goals of the program and a brief description of its organizational structure are provided. Results of a structured student satisfaction survey and a survey covering the most recent 3 years of the program are presented. This program has greatly broadened participants' cultural horizons and expanded their global view and understanding of the contributions of pharmacy to health care.
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