American journal of pharmaceutical education
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Comparative Study
Mental health and psychiatric pharmacy instruction in US colleges and schools of pharmacy.
To describe the extent of psychiatric pharmacy instruction in US pharmacy curricula, including course and faculty characteristics and mental health topics taught in clinical therapeutics-based courses. ⋯ There is a need for colleges and schools of pharmacy to better identify and standardize the minimal acceptable level of didactic instruction in psychiatric pharmacy as well as the minimal level of specialty qualifications for faculty members who teach this subject.
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To design an assignment for second-professional year pharmacy students to assess the accuracy and quality of health information published in the news. ⋯ A writing assignment requiring comparison of a news publication to the original research reinforces critical literature evaluation and communication skills, as well as stimulates thought about the accuracy, quality, and public responses to health information published in the news.
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Describe the planning and implementation of a pilot peer review system, assess factors related to acceptance by faculty and administration, and suggest ways to increase the number of faculty members reviewed and serving as reviewers. ⋯ A successful faculty peer-review process was created and implemented within 6 weeks. All of the faculty members who chose to be peer reviewed or serve as reviewers reported satisfaction in gaining insights into their teaching, learning innovative approaches to their teaching, and gaining confidence in their teaching pedagogy. Techniques for achieving 100% participation in the peer review process should be addressed in the future.
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This survey was conducted to assess the present state of death education available to pharmacy students at both the BS and PharmD degree levels. Eighty-five percent of the colleges and schools of pharmacy located in the United States provided information concerning: (i) attitudes toward teaching death education; (ii) present offerings; (iii) academic background of instructors and departments responsible for death education programs; and (iv) course information. ⋯ As a result, a majority of graduates are still leaving pharmacy schools without any instruction in death education. The implications of these and other findings are discussed.