Cynthia A. Naughton

A critical appraisal of and recommendations for faculty development.

The 2009-2010 American Association of Colleges of Pharmacy (AACP) Council of Faculties Faculty Affairs Committee reviewed published literature assessing the scope and outcomes of faculty development for tenure and promotion. Relevant articles were identified via a PubMed search, review of pharmacy education journals, and identification of position papers from major healthcare professions academic organizations. While programs intended to enhance faculty development were described by some healthcare professions, relatively little specific to pharmacy has been published and none of the healthcare professions have adequately evaluated the impact of various faculty-development programs on associated outcomes. The paucity of published information strongly suggests a lack of outcomes-oriented faculty-development programs in colleges and schools of pharmacy. Substantial steps are required toward the development and scholarly evaluation of faculty-development programs. As these programs are developed and assessed, evaluations must encompass all faculty subgroups, including tenure- and nontenure track faculty members, volunteer faculty members, women, and underrepresented minorities. This paper proposes AACP, college and school, and department-level recommendations intended to ensure faculty success in achieving tenure and promotion.

Comparison of Pharmacy Students' Perceived and Actual Knowledge Using the Pharmacy Curricular Outcomes Assessment

Objective. To determine whether a correlation exists between third-year PharmD students’ perceived pharmacy knowledge and actual pharmacy knowledge as assessed by the Pharmacy Curricular Outcomes Assessment (PCOA). Methods. In 2010 and 2011, the PCOA was administered in a low-stakes environment to third-year pharmacy students at North Dakota State University College of Pharmacy, Nursing, and Allied Sciences (COPNAS). A survey instrument was also administered on which students self-assessed their perceived competencies in each of the core areas covered by the PCOA examination. Results. The pharmacy students rated their competencies slightly higher than average. Performance on the PCOA was similar to but slightly higher than national averages. Correlations between each of the 4 content areas (basic biomedical sciences, pharmaceutical sciences, social/administrative sciences, and clinical sciences) mirrored those reported nationally by the National Association of Boards of Pharmacy (NABP). Student performance on the basic biomedical sciences portion of the PCOA was significantly correlated with students’ perceived competencies in the biomedical sciences. No other correlations between actual and perceived competencies were significant. Conclusion. A lack of correlation exists between what students perceive they know and what they actually know in the areas of pharmaceutical science; social, behavioral, and administrative science; and clinical science. Therefore, additional standardized measures are needed to assess curricular effectiveness and provide comparisons among pharmacy programs.

Rural public health education as a pharmacist-led team endeavor.

OBJECTIVE To examine the state of public health provision and education in North Dakota and to identify the current and potential future roles pharmacists and pharmacy educators play in these activities. SETTING Rural, medically underserved areas of North Dakota, as well as professional training sites for the practitioners working in these areas. PRACTICE DESCRIPTION Practice sites encompass both rural community pharmacies and critical-access hospital pharmacies. The primary education practice site is North Dakota State University. PRACTICE INNOVATION Pharmacists in rural North Dakota are proactive leaders in providing public health care to their patients. For example, they participate in a statewide diabetes disease management project similar to the Asheville, NC, project. Pharmacy educators are leading the formation of a new interprofessional Master of Public Health program. MAIN OUTCOME MEASURE Development of an interprofessional public health education program that allows for greater collaboration among rural health practitioners. RESULTS The new degree program is successfully negotiating the academic approval process. CONCLUSION Because of the efforts of pharmacists and pharmacy educators, North Dakota is better prepared to face current and future public health challenges.Objective To examine the state of public health provision and education in North Dakota and to identify the current and potential future roles pharmacists and pharmacy educators play in these activities.

Designing a master of public health degree within a department of pharmacy practice.

The demand for public health services is being outpaced by a shrinking public health workforce. This creates a unique opportunity for pharmacists to become more engaged in public health activities, particularly in rural underserved areas. To meet the need for additional public health professionals, we designed a master of public health (MPH) program in a rural state under the leadership of a department of pharmacy practice. In addition to a core set of courses, the MPH program has public health specialty tracks (disease state management, emergency management, health promotion practice, infectious disease management, food safety, gerontology, and medical management and administration) that could be completed as a certificate program or used towards an MPH degree. The program allows students to complete the graduate degree with a minimum of prerequisite coursework. The MPH degree provides an opportunity for pharmacists and other health care professionals to gain an understanding of the interprofessional approach to solving public health problems and will enhance their role in public health and within their health care team.

Special FeatureRural public health education as a pharmacist-led team endeavorDisclosureAcknowledgmentsPrevious presentations

OBJECTIVE To examine the state of public health provision and education in North Dakota and to identify the current and potential future roles pharmacists and pharmacy educators play in these activities. SETTING Rural, medically underserved areas of North Dakota, as well as professional training sites for the practitioners working in these areas. PRACTICE DESCRIPTION Practice sites encompass both rural community pharmacies and critical-access hospital pharmacies. The primary education practice site is North Dakota State University. PRACTICE INNOVATION Pharmacists in rural North Dakota are proactive leaders in providing public health care to their patients. For example, they participate in a statewide diabetes disease management project similar to the Asheville, NC, project. Pharmacy educators are leading the formation of a new interprofessional Master of Public Health program. MAIN OUTCOME MEASURE Development of an interprofessional public health education program that allows for greater collaboration among rural health practitioners. RESULTS The new degree program is successfully negotiating the academic approval process. CONCLUSION Because of the efforts of pharmacists and pharmacy educators, North Dakota is better prepared to face current and future public health challenges.Objective To examine the state of public health provision and education in North Dakota and to identify the current and potential future roles pharmacists and pharmacy educators play in these activities.

Expanding Dress Code Requirements in the Doctor of Pharmacy Program.

Although the use of a professional dress code is standard practice across colleges and schools of pharmacy during introductory and advanced pharmacy practice experiences, requiring professional attire is not applied consistently during the didactic portion of students’ education. There are arguments for and against the adoption of a professional dress code throughout the entire doctor of pharmacy program, including the classroom setting. Given uncertainty regarding the potential benefits and challenges that may arise from adopting a professional dress code in the didactic portion of a student pharmacist’s education, it is perhaps not surprising that programs adopt disparate policies regarding its use. This exploration was conducted as part of a series of debates held in conjunction with the American Association of Colleges of Pharmacy’s (AACP) Academic Leadership Fellows Program (ALFP) and was presented at the 2015 AACP Interim Meeting on February 7, 2015.