http://hdl.handle.net/2092/202 2012-07-06T00:38:10Z http://hdl.handle.net/2092/1614 History of College of Pharmacy Granberg, C. Boyd 20 pages 2011-07-25T15:01:46Z http://hdl.handle.net/2092/408 "Use of a nonprescription medicine formulary assignment to help fulfill an ability-based outcome" Krypel, Linda L. This paper describes how the development of a formulary helped students achieve an outcome ability in a nonprescription medicines course. For the nonprescription medicines course, ability-based outcomes were determined that were integrated, developmental and transferable. One outcome was an ability to make justifiable nonprescription medicine recommendations. The formulary assignment provided two and often three opportunities to extensively practice the desired outcome with feedback on performance criteria. The results of student evaluations regarding the usefulness of such an assignment as an effective learning tool are positive. Linda L. Krypel is an Associate Professor of Pharmacy Practice in the College of Pharmacy and Health Sciences at Drake University. She can be contacted at: linda.krypel@drake.edu 1999-01-01T00:00:00Z http://hdl.handle.net/2092/407 "Current practices and anticipated changes in academic and nonacademic admission sources for entry-level PharmD programs" Chesnut, Renae J.; Phillips, Charles R. The purpose of this study was to describe and compare current admission practices with anticipated changes in academic and nonacademic admission information sources for entry-level PharmD programs. An author-constructed survey collected data from pharmacy programs on current and anticipated admission processes. After follow-up efforts, a 92 percent response rate was achieved. Results suggest that a lack of significant changes can be expected between admission practices used for the Fall 1997 entering class and those anticipated for Fall 2000. Likewise, applicant qualities sought and information sources used to measure these qualities are not expected to change significantly prior to the Fall 2000 entering class. This study indicated that most pharmacy programs utilize academic and nonacademic admission information sources and that they feel they are meeting the adopted ACPE Standard and Guideline 16.3 which requires that pharmacy programs use information sources in the admission process other than academic information. Renae J. Chesnut is Associate Dean for Academic and Student Affairs in the College of Pharmacy and Health Sciences at Drake University. She can be contacted at renae.chesnut@drake.edu Charles R. Phillips is an Associate Professor of Pharmacy Administration/Department Chair of Pharmacy Practice in the College of Pharmacy and Health Sciences at Drake University. He can be contacted at chuck.phillips@drake.edu 2000-01-01T00:00:00Z http://hdl.handle.net/2092/406 "Assessing Pharmacy Students' Learning Styles and Personality Types: A Ten-Year Analysis " Shuck, Avis A.; Phillips, Charles R. A ten-year analysis of 1,313 Myers-Briggs Type Indicator (MBTI) is presented to address learning styles in pharnacy students. Objectives were to present a ten-year view of pharmacy student's learning styles, identify differences in pharmacy students versus the general college student population, and compare personality types of students choosing to track into the PharmD Program with those in the BS Pharmacy program. Compared to the general college poplation, the distribution of pharmacy students differed in several personality types measured by the Myerss-Briggs Type Indicator. Generally, Drake pharmacy student's modal type remained introvert, Sensing, Thinking, Judging, (ISTJ) to Introvert, Sensing, Feeling, Judging (ISFJ) for the ten years of data. Female pharmacy students were 72 percent more likely to have feeling as a dominant function. Females were also more likely to have a judging preference. When compared to BS Pharmacy students, PharmD students were more than three times more likely to be Extraverted, Intuitive, Feeling, Judging (ENFJ). This analysis provided learning and teaching style information for both students and faculty. It is timely as colleges attempt to change students to independent learners. The key to successfully implementing ability-based outcomes and active learning may lie with the use of a variety of strategies that help students with different preferences. Charles R. Phillips is an Associate Professor of Pharmacy Administration/Department Chair of Pharmacy Practice in the College of Pharmacy and Health Sciences at Drake University. He can be contacted at chuck.phillips@drake.edu 1999-01-01T00:00:00Z