This course is offered in the third quarter of the fourth year of the five-year curriculum in pharmacology. The year includes (1) a 350-hour clinical clerkship, (2) two courses in "Case Studies in Drug Therapy," (3) one course in "Case Studies in Pharmacy Practice," and (4) professional electives. (LBH)

An integrated final year course was introduced in the department in the 1973-74 academic year. The background to this course, a brief summary of the subjects taught, and commentary on the results of this change are offered. (LBH)

There is strong evidence that pharmacy will continue to grow extensively in new directions in the future, emerging as a revitalized and expanded profession whose functions will be understood and appreciated by other health professions and the consumer. (LBH)

Kentucky's AHES offers health care students part of their clinical instruction in practice situations and in regions of the state removed from the major academic health science centers. Pharmacy students may choose an off-campus semester in either the fall, spring or summer since the fall of 1973. (LBH)

A continuing education program was successful in changing both the knowledge and behavior of an experimental group of pharmacists. Their attitudes were not significantly changed, and this might be explained through cognitive dissonance theory. (LBH)

Pharmacists have a unique role to play in providing basic life-support since they are the health professionals who are most available and who enjoy the greatest contact with the public. Training procedures are described. (LBH)

Pharmacy education is currently undergoing rather dramatic changes in that it is attempting to maintain quality education in the traditional roles of the pharmacist while attempting to educate him for future emerging roles with greater clinical orientation. Implications for the faculty are discussed. (LBH)

The paper reviews factors related to effects of biotechnology on the discipline of pharmacy administration including needs assessment, diffusion of technology, cost benefit analysis, marketing, cost containment, patient education and compliance, ethics, and health professions training. (DB)

Four types of barriers to expanded pharmacy services are discussed: cognitive, situational, legal, and attitudinal. It is suggested that an integrated strategy be developed to overcome these barriers, enabling pharmacists to maximize their contributions to health care. (SF)

Cognitive, situational, legal, and attitudinal barriers to expanding the health care services offered by pharmacists are discussed. It is concluded that since pharmacists are the only health care professionals specializing in drugs and their proper use, the profession should maximize its contribution to society. (SF)

With consideration given to tort law, specifically Negligence, the author analyzes the standard of care, determines what factors may alter the standard, and suggests how the standard of care may vary with the advent of new developments in any field. (LBH)

The course, Pharmacy and the Skilled Nursing Facility, is the second clinical component for baccalaureate students at the University of the Pacific. On- and off-campus locations provide students with opportunities to simulate the consultant pharmacist and to master a systematic approach to monitoring long-term-care patient therapy. (Author/LBH)

Cognitive, situational, and attitudinal barriers to expanding the role of the pharmacist in the health care services are discussed. Attention is focused on how pharmacy education can overcome some of these barriers. (SF)

As part of a state-wide approach to health sciences education planning in Kentucky, a determination of major issues facing pharmacy was made. Attention is focused on those having the greatest potential for impacting on the educational programs. (LBH)

National and state programs that identify and incorporate the role of pharmacists into major health care plans are discussed. Local planning efforts and the development of databases for health care planning are also examined. (SF)