Objective. To introduce a requirement for second-professional year (P2) and third-professional year (P3) students to administer vaccinations to adults in community pharmacy-based immunization clinics. Design. Second-professional year students were trained to administer influenza, pneumococcal, and other vaccinations to adults following the American Pharmacists Association's standards. All P2 students in fall 2004 and all P2 and P3 students in fall 2005 were assigned to 2 community pharmacy-based immunization clinics in the metropolitan Denver area under the supervision of immunization-certified staff pharmacists. An evaluation of the experience was conducted using retrospective preceptor and student-based survey data. Assessment. In 2004 and 2005, the students administered approximately 5,000 (30-50 immunizations per student) and 15,000 (60-70 per student) immunizations, respectively. Students and preceptors agreed that the requirement to administer vaccinations was an appropriate activity for students and that it increased the students' self-confidence. When asked to rate the value of the students' work administering adult immunizations in the fall 2004 semester, the mean score given by the P2 students' immunizationcertified preceptors was 9.2 on a 10-point Likert scale (1 5 no value and 10 5 great value). Conclusion. Consistent with accreditation standards for students to have direct patient care responsibilities in introductory pharmacy practice experience courses, a requirement for P2 and P3 students to administer vaccines to adult patients in community pharmacies was successfully introduced.
Objective. To establish statewide medication, disease management, and other clinical programs to serve as advanced pharmacy practice experience (APPE) training sites for the University of Colorado at Denver and Health Sciences Center School of Pharmacy, and to guarantee year-round support for the programs by providing pharmacy students with the necessary competencies to carry a significant proportion of each program's workload. Methods. Partnerships with pharmacies willing to use students to expand their scope of clinical practice or support existing programs were established. Partners were asked to choose the clinical program(s) they wished implemented or supported and were guaranteed that APPE students would contribute to carrying each program's clinical service workload for 48 week/year under the supervision of the partners' pharmacists. In addition, partners implementing new programs were offered other support, including equipment, supplies, and training and mentoring for their pharmacists. Evaluation. Twenty-two partnerships involving anticoagulation, diabetes, immunization, medication reconciliation, and other clinical programs were established with hospital, community, and community health center pharmacies. The partnerships provided 213 APPE placements in the 2006-2007 academic year. Conclusion. This work demonstrates that by using innovative approaches, a pharmacy school can form new partnerships with hospital, community health center, and community pharmacies, as well as work with existing clinical programs, to create a variety of medication, disease management, and other APPEs to meet its increasing placement needs and evolving accreditation standards.
Objective. To determine faculty perceptions about an evidence-based peer teaching assessment system. Methods. Faculty members who served as instructors and assessors completed questionnaires after year 1 (2002)(2003) and year 4 (2005-2006) of the peer assessment program. Factors were evaluated using a Likert scale (1 5 strongly disagree; 5 5 strongly agree) and included logistics, time, fostering quality teaching, diversifying teaching portfolios, faculty mentoring, and value of structured discussion of teaching among faculty members. Mean responses from instructors and assessors were compared using student t tests. Results. Twenty-seven assessors and 52 instructors completed survey instruments. Assessors and instructors had positive perceptions of the process as indicated by the following mean (SD) scores: logistics 5 4.0 (1.0), time 5 3.6 (1.1), quality teaching 5 4.0 (0.9), diversifying teaching portfolios 5 3.6 (1.2), faculty mentoring 5 3.9 (0.9), and structured discussion of teaching 5 4.2 (0.8). Assessors agreed more strongly than instructors that the feedback provided would improve the quality of lecturing (4.5 vs. 3.9, p , 0.01) and course materials (4.3 vs. 3.6, p , 0.01). Conclusion. This peer assessment process was well-accepted and provided a positive experience for the participants. Faculty members perceived that the quality of their teaching would improve and enjoyed the opportunity to have structured discussions about teaching.
Studies were conducted in isolated, buffer-perfused lungs to determine whether altered pulmonary vascular responsiveness could contribute to the evolution of monocrotaline (MCT)-induced pulmonary hypertension. Adult male rats were given a single subcutaneous injection of either 105 mg/kg MCT or its vehicle and vascular responsiveness to angiotensin II, ventilatory hypoxia (3% O2), and KCl was assessed in isolated, buffer-perfused lungs at 4, 7, and 14 days post-treatment. Relative to preparations derived from control animals, vasopressor responses induced by 0.1 microgram, but not 0.05 microgram angiotensin, were augmented at 4 and 7 days but not at 14 days post MCT. Pulmonary vasoconstriction evoked by hypoxic ventilation was enhanced at 4 days but not at 7 or 14 days posttreatment. Pressor responses induced by 30 and 45 mg KCl were not different in treated animals relative to controls at any time post-MCT administration. MCT provoked perivascular edema, but this factor did not seem to contribute to vascular hyperresponsiveness, since the time course of edema did not parallel the time course of augmented responsiveness. Results of the present study indicate that MCT, by an unknown mechanism, causes an early and transient increase in pulmonary vascular responsiveness to some but not all vasoconstrictors. Because the enhanced responsiveness occurred prior to development of pulmonary hypertension, it is unlikely that this alteration contributes to the sustained elevation in pulmonary arterial pressure.
• to enhance students' insight into hospital pharmacy practice; and• to enhance students' appreciation for different types of pharmacy practice. Each course comprises an introductory class, eight 90-minute visits to a community pharmacy, two 90- Three introductory pharmacy practice experiential (IPPE) courses were developed to improve students' ability to utilize the CAPE competencies. The primary components of each course were 8 community pharmacy visits to conduct counseling on nonprescription medication, health promotion, and disease prevention, and 2 visits to introduce students to hospital pharmacy practice. The primary assessment method was based on the CAPE competencies. Students were required to write statements that described their patient care activities in relation to specified CAPE competencies. The competency statements were graded as "exceeds expectations," "meets expectations," or "below expectations" by comparison with defined levels of performance and, to pass each course, students were required to receive a preset number of grades of "exceeds expectations" or "meets expectations." Students and preceptors agreed that the courses' objectives were met and that the students performed valuable work. Three competency-based IPPE courses that allow students to provide valuable nonprescription medication, health promotion and disease prevention patient care services have been successfully introduced.
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