Compounding Education in US PharmD Curricula.

Objective: To determine the extent of compounding education (CE) offered in United States (US) doctor of pharmacy curricula.

Methods: A 24-item survey instrument addressing various aspects of CE was developed and validated. An email containing the link to the survey instrument was shared with instructors of compounding at 122 of 141 accredited schools and colleges of pharmacy in the US.

An Update on the Progress Toward Gender Equity in US Academic Pharmacy.

To evaluate the status of gender equity in US pharmacy education since the two previous publications on the topic in 2004 and 2014. Data were gathered from existing national databases, internal American Association of Colleges of Pharmacy (AACP) databases, AACP meeting minutes, published reports, scholarly articles, pharmacy association websites, individual school websites, and LinkedIn profiles. Differences between men and women were evaluated on degree completion, discipline, rank, tenure status, research, leadership development, leadership positions, salaries, and professional awards.

Creation and implementation of a pharmacy-led meds-to-beds program at a large teaching hospital.

Background: "Meds-to-beds" programs are a quality improvement intervention that is gaining wider implementation throughout the United States. The University of Oklahoma hospital system did not have this program and sought to implement one. There are sufficient data on the benefits of meds-to-beds programs, but there is a lack of literature on describing the development and implementation process.

An Updated National Profile of Curriculum Committees at US Schools and Colleges of Pharmacy.

To assess how curriculum committees at US schools and colleges of pharmacy have evolved since 2011 regarding their responsibilities, structures, functions, charges, and activities. A total of 133 fully accredited schools and colleges of pharmacy were included in the survey. Data collection occurred between March and September 2020, and survey questions pertained to academic year 2019-2020.