Described is the competency project being conducted by the American Association of Colleges of Pharmacy and the American Pharmaceutical Association, and its relationship to the development of continuing education programs. The project is attempting to specify standards of competency and develop self-assessment devices to be used by pharmacists.…

Continuing education programs for pharmacists must integrate basic science knowledge with information on its practical application. Such programs are only achievable through interdisciplinary planning by the basic science and clinical practice faculties. (JMD)

The role of clinical sciences in the continuing education of pharmacists is seen to be primarily in the area of changing the practice of pharmacy. Programs are described that would alter pharmacists' practice setting, namely the services they provide, and thus establish a rationale for pharmacists' need for continuing education. (JMD)

The importance of social and behavioral sciences to pharmacists is identified, the behavioral competencies developed by the American Association of Colleges of Pharmacy Section of Teachers of Pharmacy Administration are discussed, and plans are outlined for developing a continuing education program in the social and administrative area. (JMD)

Pharmaceutical associations must seek out providers of continuing education and assume a more active role in developing and sponsoring programs of self-assessment and programs that address the needs thus identified, selecting subject matter content, providing resources, and cooperating in the development of shareable resources. (JMD)

Faced with the eventuality of mandatory relicensure and concerned with the protection of public health, boards of pharmacy look to continuing pharmaceutical education as a method of facilitating the maintenance of professional competence and providing assurances regarding the quality of pharmaceutical services. (JMD)

The challenge to colleges of pharmacy is to assume responsibility for designing and implementing a sound system of continuing education for pharmacists to replace the fragmented programs that exist now. This involves commitments to provide sufficient status, financial support, and academic credits. (JMD)

The recent history and current situation of efforts to utilize people, time and dollars for continuing education of pharmacists are examined; a look at what people in other professions are doing is presented; and alternatives for developing the resources to meet continuing education needs are explored. (JMD)

Cash budgeting concepts employed in businesses are discussed, the results of a survey of pharmacy school continuing education directors regarding their budgeting procedures are described, and suggestions on how a pharmacy school's continuing education program could be budgeted are offered. A control form for program revenues is appended. (JMD)

Guidelines and goals are offered for pharmacy's future continuing education efforts. They concern program philosophy, goals, quality control, accessibility to pharmacists, interdisciplinary programing, shared responsibilities, funding, and academic credit. (JMD)

There is strong evidence that pharmacy will continue to grow extensively in new directions in the future, emerging as a revitalized and expanded profession whose functions will be understood and appreciated by other health professions and the consumer. (LBH)

Data are presented that reflect the relationship between salary and academic discipline, relationships between years in rank and salary, and the academic setting of the college of pharmacy and salary. Increases over the 1974-1975 period are shown, and implications of the statistics are discussed. (LBH)

The effects of a structured program on students' learning, skill development and socialization into the pharmaceutical profession were examined among students entering their final year at the University of Illinois College of Pharmacy. The experiment covered the summer months of 1974. (LBH)

Correlations were made between grade point averages calculated after one year and PCAT scores and/or prepharmacy grade point averages. Findings are presented and a model is given for using PCAT scores as a predictor of academic success. (LBH)

Of the 57 colleges of pharmacy surveyed, 33 are currently offering a total of 44 elective, undergraduate, nonprofessional pharmacology courses, and seven contemplate initiating such courses by 1977. The courses generally cover three areas: social and legal aspects of drug usage and nonprescription consumerism; pharmacology of the drugs of abuse;…