Available evidence shows that research or scholarly achievement can coexist with teaching excellence, even though there is no correlation between the two. Neither pharmacy schools nor the profession as a whole can afford to neglect research or scholarly activity. (Author/LBH)

Considered in this review are: research and research funding; graduate education; colleges of pharmacy and research training; clinical pharmacy, research, and graduate programs; communication with practicing pharmacists; quality of graduate students; searches for the ablest scientists; and improved teaching. (LBH)

A model for the systematic and rapid evaluation of transfer students is presented. Transfer students are defined as having completed organic chemistry and other basic courses and are ready to enter the first professional year in a standard 2:3 program. Data for the predictor equations are from the University of Wyoming School of Pharmacy. (LBH)

A statistical study of 90 students entering the Medical College of Virginia/Virginia Commonwealth University School of Pharmacy in 1974 indicates that PCAT scores are clearly superior predictors over these scores: SAT-Verbal and -Math; college quality point average (QPA); Otis Quick-Scoring Mental Ability Test; and pharmacy course grade. (LBH)

The general attitudes consistently held by undergraduates in clinically-oriented curricula toward pharmacy continuing education tend to be more like nonparticipants than participants in continuing education. Participant-pharmacists have more favorable attitudes than those classified as student or nonparticipants. (Author/LBH)

Findings obtained over a three-year period at the University of Kentucky are reported that indicate a need for continued study in many schools before a final judgment can be made. These results suggest that the expense and effort required by the PCAT probably cannot be justified. (LBH)

The Rayetheon Scientific Simulation Language (RSSL) program, an easily-used simulation on the CDC/6600 computer at the University of Texas at Austin, offers a simple method of solving differential equations on a digital computer. It is used by undergraduate biopharmaceutics-pharmacokinetics students and graduate students in all areas. (Author/LBH)

The University of Tennessee has established a training program for clinical pharmacists dealing with cancer chemotherapy patients. Health-care settings are described in which these individuals can contribute as unique health-care team members in oncology. (Author/LBH)

The course, Pharmacy and the Skilled Nursing Facility, is the second clinical component for baccalaureate students at the University of the Pacific. On- and off-campus locations provide students with opportunities to simulate the consultant pharmacist and to master a systematic approach to monitoring long-term-care patient therapy. (Author/LBH)

Within a simulated Pharmacy and Therapeutics Committee format, role play is used at Purdue University to illustrate to students the concepts of drug product evaluation and selection as these apply to a hospital formulary system. (Author/LBH)

The VD education course at the University of the Pacific has proven valuable in preparing pharmacy students for their role as community health educators. A valuable feature is the requirement that students make several presentations to peer groups in the surrounding community. (Author/LBH)

The University of Utah has piloted a course in instructional competency within the PharmD program. The ICARE (Instrument for a Comprehensive and Relevant Education) system is presented to students in two weekly meetings of one hour each over a 10-week quarter. The aim is to upgrade the quality of instruction in pharmacy. (Author/LBH)

The process used by the University of the Pacific for developing a competency-based PharmD program in 1976 is described. The same procedures can be applied to similar programs for any professional degree in pharmacy. Course content, behavioral objectives, and charges to workshop groups are included. (Author/LBH)

Rhodesian students have a three-year course with a fourth year of internship before being licensed as clinical pharmacists. Course goals and descriptions are discussed. (LBH)

Because of their interest and expertise in the analysis of drugs in biological fluids, analytical pharmaceutical chemists can contribute significantly to interdisciplinary research and teaching efforts. Suggestions for such efforts are described. (Author/LBH)