Pharmacy students in Florida may fulfill their internship requirements either by participating in this college-supervised practicum internship program or in the traditional 2080-hour internship program directed by the Florida Board of Pharmacy that requires 1,040 hours be completed before graduation. The practicum provides 400 hours. (LBH)

Qualities that describe the performance of the clinical pharmacy preceptor are outlined, with particular concern for the personal and technical components of his role as a teacher. The guidelines were developed at an invitational workshop at the Los Angeles County/University of Southern California Medical Center. (LBH)

The University of Mississippi School of Pharmacy clinical program consists of one full-time semester equally divided between community and institutional externships conducted in teaching hospitals and with registered pharmacist preceptors, respectively. The questionnaire used to survey graduates is appended. (LBH)

The guidelines presented for a practice-experience course are the results of additions, revisions, and refinements as knowledge was acquired with experience in the management and operation of a practice-experience course at the University of Kentucky since January 1970. (LBH)

Results of an extensive internship evaluation project in Minnesota have produced four primary outgrowths designed to upgrade the quality of internship experience. They include quantitative changes in standards, pre- and post-tests, interviews as evaluation aids, and an Externship Demonstration Project. (LBH)

A study investigated costs and benefits to five pharmacists serving as preceptors of community pharmacy rotations by examining student work activities, cost of preceptor's time, and time saved by student work. When student work output was assigned a value of 50% of a pharmacist's salary, costs to benefits were balanced. (MSE)

Preliminary evaluations of the University of Florida's pharmacy practicum-internship program cover: (1) the interns' subjective evaluations of their experiences; (2) the preceptor's subjective evaluation of interns' performance over two years; and (3) objective measurements of student competencies. (LBH)

A discussion of whether the pharmaceutical externship/clerkship experience fulfills all or part of the required internship distinguishes between the two program types, looks at what has been learned from the externship/clerkship, and outlines what still is needed if the externship/clerkship is to be accepted by pharmacy boards as fulfilling…

As a first step in the development of a competency-based clinical toxicology clerkship, a set of terminal behavioral objectives were developed that reflect the anticipated role that clinical pharmacists should play as part of the clinical toxicology team. The evaluation approaches used at the University of Utah are presented. (LBH)

The nuclear pharmacy program at the University of Kentucky which offers an elective curriculum designed for baccalaureate students is described. The curriculum consists of two didactic courses (an introductory course and a product-oriented course) and an externship to develop the preparatory (dispensing) techniques. Three course outlines are…

The Doctor of Pharmacy curriculum at the University of Utah provides an integrated program of courses, clerkships and clinical research. Competencies and terminal behavioral objectives are defined and student progress is evaluated through the use of behaviorally-anchored rating scales. A sample rating scale is appended. (JMD)

The system of pharmaceutical education in France is explained including the structure of the doctoral curriculum, internships for specialization, the system of diplomas, classification and certification of a pharmacist, and locus of responsibility for program quality. (MSE)

The development and use of a bank of test items, utilizing the Rasch model in the calibration and scaling of these test items, is described. The items were used to construct tests for pre- and posttesting students in the Pharmacy Practice Externship at the University of Kentucky. Typical questions from the bank are appended. (JMD)

To investigate the effectiveness of the Area Health Education Center Pharmacy Training Program at the University of Texas, a study was undertaken to determine the amount of time pharmacy externs spend in predefined work categories and to compare them to program objectives. (JMD)

Reported is a project that sought to evaluate the effect of videotaped practice instruction upon the ability of pharmacy students to interview patients and evaluate their drug use. Instructional objectives and a list of five audiovisual aids in the instruction of interviewing skills are appended. (JMD)