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.

"Practice makes perfect" strategy for teaching aseptic techniques improved observational scores but not preparation potency.

Introduction: Student-compounded sterile preparations have been evaluated using observational scores, sterility testing, and potency determinations. Observational scores and potency determinations can be evaluated simultaneously, and three studies have been published using these assessment tools. One study found a significant number of students could not compound an acceptably potent preparation despite receiving very good observational scores.

A Student-Led Elective Provides Quality Improvement Feedback for a Required Compounding Course.

To implement an advanced elective compounding course where pharmacy students conduct investigations to improve compounding-related issues that were subsequently evaluated in a required compounding course. The elective compounding course required students to engage in self-directed learning, critical thinking, creation and evaluation of laboratory data, and self- and group reflection. Students researched and developed "solutions" to compounded preparation problems, and their solutions were tested in the next iteration of a required compounding course.

Potency Analyses Provide Insight Into Student Aseptic Compounding Technique Errors.

To determine whether direct observational scores were predictive of the potency of pharmacy students' compounded sterile preparations (CSPs) and to identify any misunderstandings students had regarding individual aseptic technique steps. P1 students performed aseptic techniques during three observational encounters separated by two weeks. Students' performances were evaluated using an observation-based rubric and were subject to potency analysis.

The Positive Impact of an Extended Intervention on Dosing Accuracy of Student Compounded Suspensions.

To demonstrate the impact of an extended intervention on the dose accuracy and consistency of a compounded zonisamide suspension. A laboratory exercise was initially conducted by pharmacy students to determine the beyond-use date (BUD) of a compounded zonisamide suspension. The student results were inconsistent with data in a published reference study.

Student Self-Analysis of Their Nonsterile Preparations and its Effect on Compounding Confidence.

To determine if students who self-analyzed their own nonsterile preparations had increased confidence in their compounding skill. Self-efficacy surveys were given to P1 and P3 students at the beginning and conclusion of a semester in which they completed their regularly scheduled compounding course. The survey assessed their confidence in general compounding skills and their perception if an additional self-analytical component to determine the potency of their nonsterile preparations would improve their confidence level score.

Effect of Course Structure on the Accuracy of Nonsterile Compounded Preparations.

To investigate if students in the new course structure attained the same level of compounding competency as students in the legacy course structure. Students compounded four nonsterile preparations common to both the legacy curriculum (PCL) and the transformed curriculum (TC). The preparations were compared using relative potency or weight variation as a measure of compounding competency.

Student Evaluation of Online Pharmaceutical Compounding Videos.

Objective. To describe pharmacy students' views on the effectiveness of an expansion of the compounding laboratory website at the UNC Eshelman School of Pharmacy. Methods.

Long-term Results of an Analytical Assessment of Student Compounded Preparations.

Objective: To investigate the long-term (ie, 6-year) impact of a required remake vs an optional remake on student performance in a compounding laboratory course in which students' compounded preparations were analyzed.

Methods: The analysis data for several preparations made by students were compared for differences in the analyzed content of the active pharmaceutical ingredient (API) and the number of students who successfully compounded the preparation on the first attempt.

Results: There was a consistent statistical difference in the API amount or concentration in 4 of the preparations (diphenhydramine, ketoprofen, metoprolol, and progesterone) in each optional remake year compared to the required remake year.

Impact of required versus optional remake of a preparation on pharmacy students' compounding accuracy.

Objective: This retrospective study investigated the impact of a required vs an optional remake requirement on student performance in a compounding laboratory course in which students' compounded preparations were analyzed.

Methods: The analysis data for several preparations made by students over a 3-year period were compared for differences in the analyzed content of the active principal ingredient and the number of students who successfully compounded the preparation on the first attempt.

Results: Students' compounding accuracy was significantly better for the ketoprofen (pluronic lecithin organogel [PLO]) emulsion (p= 0.

Video teleconferencing in the compounding laboratory component of a dual-campus doctor of pharmacy program.

Objectives: To design, implement, and assess the effectiveness of using a live video teleconferencing system to connect the main campus and a satellite campus during laboratory compounding exercises in a doctor of pharmacy (PharmD) program.

Design: A new laboratory facility with identical equipment and supplies to the main campus was built at the satellite campus and teleconferencing equipment was set up. Students on both campuses prepared 20 compounded formulations over a 5-course pharmaceutical care laboratory sequence.

University of north Carolina at chapel hill school of pharmacy pharmaceutical care laboratories: compounding laboratory curriculum and renovation.

As part of a concerted effort to update its curriculum and facilities, the University of North Carolina at Chapel Hill School of Pharmacy developed a new series of laboratory courses that would provide students with better opportunities to develop skills and apply them to the modern pharmacy practice of pharmaceutical care. Curriculum revisions involved changing the compounding laboratory sequence, upgrading the video library, and tying its website to its training materials; the compounding laboratory facility was renovated to support the demands of the new curriculum. The overall goals of the renovation were to (1)increase the number of workstations in the facility, and (2)increase the ease with which students could retrieve materials necessary for laboratory projects.