American journal of pharmaceutical education
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To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. ⋯ Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.
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OBJECTIVE. To assess the effectiveness of using a vapor pressure osmometer to measure the accuracy of pharmacy students' compounding skills. DESIGN. ⋯ Approximately 85% of students surveyed reported that the instrument was valuable as a teaching tool because it objectively assessed their work and provided immediate formative assessment. CONCLUSIONS. This simple technique of measuring compounding accuracy using a vapor pressure osmometer allowed students to see the importance of quality control and assessment in practice for both pharmacists and technicians.
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OBJECTIVE. To determine the association between characteristics of colleges and schools of pharmacy and their rankings according to US News and World Report. METHODS. ⋯ Adjusted mean ranking scores for colleges and schools whose departments of pharmacy practice had publishing rates of >20 papers and 11 to 20 papers were respectively 0.40 and 0.17 points higher than those publishing ≤10 (p<0.05 for both). CONCLUSION. The characteristic of colleges and schools of pharmacy most associated with US News and World Report rankings appears to be their scholarly productivity.
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Capacity ratios to assess the solvency of a college's advanced pharmacy practice experience program.
To use the capacity ratio to determine solvency in 10 advanced pharmacy practice experiences (APPEs) offered by a college of pharmacy. ⋯ The capacity ratio allowed for assessment of 10 APPEs and identification of practice experience areas that need expansion. While the capacity ratio is a proposed standardized assessment, it does have some limitations, such as an inability to account for practice experience quality, scheduling conflicts, and geographic zone issues.
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To describe academic progression and retention policies used by US colleges and schools of pharmacy. ⋯ Colleges and schools of pharmacy use various criteria for academic progression and retention and frequently provide incomplete or inadequate information related to probation, progression, and dismissal. Information regarding remediation and academic performance during experiential learning is lacking. A clearinghouse containing institutional data related to progression and retention would assist programs in developing academic policies. The study also highlights the need for ACPE to ensure this information is provided to students.