Implementation of a novel learning experience in scientific writing, publishing, and peer review into a first year pharmacy practice residency.

Background: Pharmacists with competency in writing, publishing, and peer review are essential to continue advancing the pharmacy profession, but structured training of these skills may vary.

Objective: The authors set out to implement and assess the impact of a structured learning experience into a postgraduate year 1 pharmacy residency training program that provides tangible experience in the processes of scientific writing, publishing, and peer reviewing.

Methods: A quarterly pharmacy newsletter process was augmented to include an editorial board that consisted of residency trained pharmacists with varying levels of experience in scientific writing, publishing, and peer reviewing.

Stress Ulcer Prophylaxis use in the Intensive care Unit before and after House Staff Education.

Purpose: We hypothesize that stress ulcer prophylaxis with acid suppressant medications (ASM) is overused and educating house-staff will decrease this.

Methods: Retrospective chart review in two six-month phases. House staff was educated prior to phase II.