The results of a study with 168 students from three professional classes at the University of Connecticut's School of Pharmacy suggest that clinical pharmacy education may overcome the disillusionment toward pharmacy shown to develop in pharmacy students as they progress through a professional curriculum. (LBH)

The framework of the course "Problems in Pharmaceutical Chemistry" was used to give second- and third-year pharmacy students at the University of Florida an opportunity to obtain an insight into the workings of laboratories dealing with drug-related problems. Goals, outline, and an illustrative project for the course are described. (LBH)

To accomodate the increased need for pathology in pharmaceutical education, the University of Wyoming School of Pharmacy has modified its instructional program, presented according to Keller's PSI method. Students take a course that integrates basic anatomic pathology with the fundamental concepts of clinical laboratory technique. (LBH)

Using participation in weekly case discussions, the main intent of the required course described here is to prepare pharmacists in the practical aspects of drug therapy for common disorders. The course confronts the student with specific situations in a setting where they can be researched and responses prepared in advance. (LBH)

Students spend approximately 240 clock-hours in various areas of the university hospital in fulfillment of the institutional component requirement of the clinical pharmacy program. The major strength of this program is the utilization of hospital pharmacy supervisory personnel as instructors in clinical pharmacy. (LBH)

In order to provide University of the Pacific School of Pharmacy students with some of the attitudes and skills needed to communicate a structured presentation, a course titled "Audiovisual Techniques of Scientific Presentation" was designed and implemented. Immediate success among students is described. (LBH)

A methodology currently being used to teach "appropriate behaviors" to senior pharmacy students involves having the student assume the role of the pharmacist in a simulated pharmacist-patient interaction. The interactions are video-taped for later class analysis. (LBH)

A course in educational techniques and skills for pharmacy educators was initiated in 1974 at the University of Kentucky by the Colleges of Pharmacy and Education. It is an adaptation of a general methods course offered to secondary education majors and is taught by an instructor in the College of Education. (LBH)

In view of trends in clinical pharmacy education, the role of the traditional basic sciences has to be reassessed. An endocrine pharmacology course comprised of 49 clock-hours and open for professional undergraduate and graduate credit is described that blends basic and applied pharmacology. (LBH)

Criterion-referenced measurement is valuable and useful in evaluating instruction in areas of the pharmaceutical curriculum in which a minimal knowledge base independent of peer group performance is necessary. Implications of its use are discussed. (LBH)

Extensive data on enrollments in all 73 of the accredited schools of pharmacy in the United States are presented in tabular form, covering the areas of attrition, PharmD programs, female and minority enrollments, and geographic distribution. (LBH)

Detailed information on graduate pharmacy programs in the accredited schools of pharmacy in the U. S. is presented in tables covering: masters degree programs, doctoral enrollments, part-time enrollments, geographic distribution of full-time graduate students, admission requirements and financial programs, planned graduate programs, and five-year…

The visit to the PCR by a herbal pharmacology study group during June 1-26, 1976 is reported. Although the primary purpose was not to study pharmacy and pharmaceutical education, the group observed many activities related to pharmacy, visiting several hospital and community pharmacies as well as one college of pharmacy. (LBH)

The Myers-Briggs Type Indicator was administered to the total male and female population of a large state-supported college of pharmacy to assess the personality types of pharmacy students. Some implications of the findings for admission committees are suggested. (Author/LBH)

Pharmacists who had graduated from the University of Wisconsin School of Pharmacy in 1971 or 1972 were surveyed in July 1974. Areas studied were: type of pharmacy environment in which graduates practice; level of satisfaction with present position; administrative aspirations; and salary. Sex comparisons were made when possible. (LBH)