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Objectives. To evaluate the effectiveness of a problem-based learning (PBL) model implemented in 1995 at the University of Mississippi School of Pharmacy. Design. The third-professional (P3) year curriculum was reoriented from a faculty-centered model of teaching to a student-centered model of learning. Didactic lectures and structured classroom time were diminished. Small student groups were organized and a faculty facilitator monitored each group's discussions and provided individual student assessments. At the end of each 8-week block, students were assessed on group participation, disease and drug content knowledge, and problem-solving abilities. Faculty and student input was solicited at the end of each year to aid programmatic improvement. In 2000, a formal 5-year review of the PBL program was conducted. Assessment. Recommendations for improvement included clarifying course objectives, adopting a peer-review process for examination materials, refining the group assessment instruments, and providing an opportunity for student remediation after a course was failed. A weekly case conference presided over by a faculty content expert was also recommended. Ongoing critical evaluation during the following 5-year period was provided by graduates of the program, faculty participants, and accreditation reviews. Conclusion. Over our 10-year experience with a PBL model of P3 education, we found that although the initial challenges of increased demands on personnel and teaching space were easily overcome, student acceptance of the program depended on their acknowledgment of the practical benefits of active learning and on the value afforded their input on curricular development.Keywords: active learning, problem-based learning, student-centered learning INTRODUCTIONThe profession of pharmacy evolves to meet the changing demands of the society it serves. With each metamorphosis new opportunities arise for expanding the scope of pharmacy practice. The responsibilities of pharmacists have grown from appropriately dispensing medications to providing services that optimize the benefits of pharmaceutical therapies. The knowledge base and skill sets of pharmacists must expand to address the patient and institutional needs for such medication therapy management. The Accreditation Council for Pharmacy Education (ACPE) recognizes that pharmacy education must change to accommodate this heightened expectation of its practitioners. The ACPE's enhanced requirements for accreditation encouraged all schools and colleges of pharmacy to implement a lengthier and more rigorous curriculum that prepares pharmacists to fulfill these new responsibilities and that insures its graduates can adapt to future professional imperatives.The Standards for Curriculum published by ACPE state that ''The educational process should promote lifelong learning through the emphasis on active, selfdirected learning.'' The standards further state that curricula should include ''teaching strategies to ensure the adeptness of critical thinking and problem-solving...

Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members' pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences ( p,0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members' satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members.