A course in pharmacy ethics offered at the University of Georgia School of Pharmacy is comprised of lectures on the concept of ethics and readings and discussions on business and professional ethics and pharmacy ethics. Course objectives, behavioral objectives, and reading lists are presented. (SW)

Students at Creighton University's School of Pharmacy were offered the option of taking a pharmacy jurisprudence course by a self-taught, self-paced mode or by the traditional lecture mode. Comparasions were made of students in each group. Topics of the learning module and NABPLEX propositions for examining competency are included. (SW)

The content and organization of Poland's system of pharmaceutical education is described. Tables are presented of the subjects of the basic studies curriculum and the following areas of specialization: applied pharmacy, pharmaceutical analysis, clinical analysis, drug technology, herbal pharmacy, and bioanalysis and environmental studies. (SW)

The Pharmaceutical Manufacturers Association sponsored a program in 1976 to acquaint faculty with "pharmaceutical industry practices and policies, particularly those related to the marketing function." Results of faculty and company evaluation questionnaires of faculty visitation are presented. Most of the faculty were interested in participating…

The University of British Columbia promoted the establishment of a continuing education network for pharmacists in regions throughout the province. Practicing pharmacists serving as regional coordinators have been involved in planning and instructional roles. A summary of the 1976 planning workshop and a sample course design and organization…

Evaluative studies of experiential education in pharmacy are reviewed, and a holistic approach to evaluation, including a model, is presented. The conceptual model includes content analysis of the course material, and instruments for assessing cognitive and affective domains and analysis and application of skills. (SW)

Statistics for 1977 enrollments in pharmacy degree programs are presented, and comparisons are made with 1976 enrollments. Most of the tables list figures by schools and states. Increases have occurred in overall enrollment and in female and under-represented minorities enrollment in the Pharm D program as a second pharmacy degree. (SW)

Statistics for 1977 enrollments in graduate level pharmacy degree programs are presented. Tables indicate full- and part-time enrollments in masters and doctoral programs and enrollments in speciality areas. Enrollments of minorities and women, enrollments by state and school, financial support information, and degree programs of different schools…

This presentation, addressed to the American Association of Colleges of Pharmacy Teachers' Seminar, traces developments in thinking about continuing education for pharmacists and states that the goal of continuing education is to produce life-long, self-directed learners with learning aimed at resolving practice-related problems. (JMD)

At the University of Kansas, continuing professional education for pharmacists is available in the correspondence course format. Other independent study packages, including audio and videotape programs, are also discussed and their advantages and disadvantages are compared. (JMD)

The extended university program of the University of Tennessee College Pharmacy is presented. Included in the discussion is information on the program's history, goals, service programs, and the five educational programs: undergraduate education, continuing education, postgraduate academic education, interdisciplinary education, and public…

Presented are an overview of a total, integrated curriculum for pharmacy continuing education and a curriculum model consisting of three elements: curriculum objectives; including update, in-depth, special, degree, and new information needs; curriculum processes, such as planning, development and evaluation; and the individual learner. (JMD)

Characteristics of the adult learner that differ from those of the child include the adult's greater responsibilities, larger stores of information, more fixed responses, and tendency to learn best what he can use immediately. Other concerns are included. (JMD)

A needs assessment planning model is presented to be used by decision makers and planners of continuing education programs for pharmacists to justify new programs and services. The assessment process consists of setting desired outcomes, gathering data on the current state of affairs, measuring the discrepancies, and setting priorities. (JMD)

Simulation models exist that are adaptable to evaluation of process skills in pharmacy continuing education. They are the Patient Management Problem (PMP) that assesses application of technical knowledge, video simulations and role play that assess interactive skills, and the patient-oriented problem-solving system. (JMD)