This course is offered in the third quarter of the fourth year of the five-year curriculum in pharmacology. The year includes (1) a 350-hour clinical clerkship, (2) two courses in "Case Studies in Drug Therapy," (3) one course in "Case Studies in Pharmacy Practice," and (4) professional electives. (LBH)

A prototype program leading to a clinically-oriented Master of Science degree in pharmacology is described. It differs from a clinical residency program, does not give a wide clinical medicine exposure, and is heavily oriented towards pharmacology and research, thereby developing students with scientific perspectives who can work as consultants.…

An integrated final year course was introduced in the department in the 1973-74 academic year. The background to this course, a brief summary of the subjects taught, and commentary on the results of this change are offered. (LBH)

One medical school faculty's views of training requirements for the PharmD degree include (1) strong support of a two-degree system with a minimum two-year doctoral program, and training in research and physical assessment, and (2) rejection of proposed methods to facilitate practicing pharmacists' acquisition of the degree and training sites…

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)

Ohio State's traditional graduate program is discussed in terms of student requirements, including competence in research strategy and experimental design, manipulative technique, and oral and written communication. Methods for meeting these requirements are reviewed briefly. (LBH)

The University of Nebraska College of Pharmacy awards only the Doctor of Pharmacy (PharmD) degree to all of its graduates. The PharmD degree program, including course requirements and credit hour information, is described, and the procedures and budgetary adjustments used to implement the program are discussed. (JMD)

A national survey of doctoral programs in pharmacy concerning their research-related coursework and experiential activities found that while most programs have some required coursework, fewer have research methodology than statistics or professional literature evaluation courses. Less than half require a formal research project. (Author/MSE)

An examination of professional pharmacy literature was undertaken to determine types of statistical terminology and analyses presented and compare these with the results of a survey to determine the statistical backgrounds of graduates of schools that grant the Doctor of Pharmacy and/or Master of Science in Hospital Pharmacy. (JMD)

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)

The two-credit, one-semester course was initiated for fourth-year pharmacy students at the University of Nebraska Medical Center. It was organized to enable the student to better understand the health problems of the patient and to better communicate information on drugs to patients and health professionals. (LBH)

Since pharmacy and pharmaceutical education offer the opportunity for students to select from various alternatives for recognition of general and specialized competencies, an effort must be made to clearly define those alternatives and to set minimum levels of competence and qualifications for licensure. (LBH)

A multidisciplinary approach is used to teach the chemical mechanisms of biological processes and of drug action. Program prerequisites and objectives emphasize the training of creative scientists who are qualified to perform interesting and informative research on the interaction of drugs with biological systems. (LBH)

There are few required classes in the pharmacy curricula that uniquely relate to the elderly. Schools, it is suggested, should work within the community to identify opportunities for student exposure to the elderly and to incorporate these opportunities into a mandatory part of the curriculum. (MLW)

Describes development and integration of service learning in the curriculum of the University of Pittsburgh (Pennsylvania) School of Pharmacy, beginning with co-curricular service-learning opportunities and leading to further curriculum development and a service requirement for doctoral students. Concludes that, despite demands on faculty…