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Objective. To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE). Design. Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student ''became the patient,'' simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper. Assessment. Twenty-six students completed the PEM exercises from [2005][2006]. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles. Conclusion. A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise.

Self-reported data were analyzed from 300 non-supervisory resort employees to evaluate whether dealing with customers and a bona fide career interest would significantly increase the predictability of organizational commitment and turnover beyond that of resort job satisfaction. Voluntary turnover was tracked fora period of one year. Dealing with customers was significant in its positive correlation to organizational commitment. Resort job satisfaction and a bona fide career interest interacted when regressed on turnover such that those employees who were low on both variables were almost twice as likely to leave their jobs than those who were high on either one or both variables.

The purpose of the study was to identify existing gaps between recruiters and students regarding the knowledge, skills, and abilities required for entry-level management positions in the hospitality industry. Regardless of the study approach used, previous studies have consistently found such a gap. Based on a list of 27 statements generated from previous studies, along with additional new statements, the researchers found that the perception gap between recruiters and students consisted of only three factors: statements concerning relocation, ethical standards, and self-discipline. These study findings suggest that the gap found in previous studies has been narrowed. To narrow the gap further, recruiters may play a more active role in the selection and recruitment process. Scholars may also inculcate "soft skills" into their curriculum to better prepare entry-level managers to meet the necessary requirements.

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