As part of a feasibility study, the Philadelphia College of Pharmacy and Science sent questionnaires to baccalaureate graduates to determine their interests in obtaining a Doctor of Pharmacy degree, how many hours of instruction they would be willing to undertake, and interest in a full-time clinical experience. (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…

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…

Competency statements were developed by Medical College of Virginia/Virginia Commonwealth University faculty who had course responsibility in the school of Pharmacy. Specific statements regarding "must have" and "should have" competencies are presented in this article. (LBH)

Offered as an independent, elective, one-credit course available to second-year pharmacy students, a life support course has been taught at the University of Nebraska Medical Center by instructors certified by the American Heart Association. Course structure and materials, student response, and course evaluation are discussed. (LBH)

Three objectives are described: (1) teach methods for applying the principles of pharmaceutical technology to institutional services involving drug safety, efficacy, and administration; (2) develop student skills in drug-delivery systems within hospitals; and (3) encourage technology application within a clinical setting for better patient care.…

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)

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)

Qualities that describe the performance of the clinical pharmacy preceptor are outlined, with particular concern for the personal and technical components of his role as a teacher. The guidelines were developed at an invitational workshop at the Los Angeles County/University of Southern California Medical Center. (LBH)

Degrees conferred are reported in tabular form showing degrees by schools, by district, by ethnic group, and by type of degree (BS, BPharm, PharmD, master of science, PhD, and honorary). (LBH)

The mastery approach toward learning drug product information seems to be a useful method to improve a student's knowledge, but the approach requires more faculty time since it is geared toward the individual student. (LBH)

The areas discussed relate to materials costs, collection development, circulation trends and patterns, comparisons of use in various department and/or school libraries, and identification of user groups within the Purdue University Libraries. (LBH)

The issue of quality in graduate programs is discussed generally, so that programs in the pharmaceutical sciences can be viewed in the broad context of science, rather than in the narrower confines of the profession of pharmacy. Consideration is given to goals, faculty characteristics, student quality, and development procedures. (LBH)

In determining how to allocate resources, focus must be placed on the tradeoffs between utilization of already-established courses within a college of pharmacy (or the university) and the design of a totally new group of courses for the training of clinical scientists. Most necessary courses are already available. (Author/LBH)

A study to determine student knowledge and confidence in that knowledge when answering multiple-choice examination questions in a nonprescription drug course is described. An alternate approach to methods of confidence testing was investigated. The knowledge and experience survey is appended. (Author/MLW)