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Polycystic ovary syndrome (PCOS) is the most common endocrinopathy, affecting as many as 5% to 20% of women of reproductive age, depending on the diagnostic criteria applied. Features of PCOS include physiologic anovulation, hyperandrogenism, elevated luteinizing hormone, and increased gonadotropin-releasing hormone pulse frequency, which often manifest physically as acne and hirsutism. The clinical presentation of PCOS often mimics normal pubertal physiologic development, which may delay diagnosis and treatment of the condition in adolescent girls. A diagnosis of PCOS has life-long implications and is associated with increased risk for infertility, obesity, Type 2 diabetes, endometrial hyperplasia, uterine carcinoma, metabolic disorder, and cardiovascular disease. In this article, we provide an overview of clinical presentation, diagnostic criteria, health consequences, and current evidence-based clinical guidelines for the appropriate diagnosis and management of PCOS in adolescents. BACKGROUND AND PURPOSE A postgraduate body within Queen's University Belfast (QUB) has offered a pharmacist Independent Prescribing (IP) programme to pharmacists living locally in Northern Ireland (NI) since 2006. In 2016, this course was modified and delivered by the School of Pharmacy within QUB for a non-local population of pharmacists from Great Britain (GB). In order to substitute face-to-face, live training in NI, distance learning methods were employed for one of the modules that involved studying ethical dilemmas. The purpose of this study was to assess participant acceptance and perceived effectiveness of the utilized distance learning methods. EDUCATIONAL ACTIVITY AND SETTING All participants within Cohort 2 of the IP programme offered to GB pharmacists viewed an online recorded lecture on dealing with ethical dilemmas. This involved being taught about a professional decision-making model. Participants then applied this model to four ethical case studies via virtual discussion groups and were invited to complete a questionnaire regarding their views on these teaching methods. FINDINGS Twenty participants viewed the online recorded lecture, and 19 attended the virtual discussion groups. Eighteen participants (90%) responded to the survey. Participants reacted positively to the e-learning format. Following the training, all participants felt confident applying the professional decision-making model and only one did not intend to apply the model to their practice. SUMMARY The utilized e-learning format was well received and effective in producing pharmacists who felt confident approaching and resolving ethical dilemmas in their new roles as pharmacist prescribers. BACKGROUND AND PURPOSE Courses that integrate pharmacology, medicinal chemistry, and pharmacotherapy are widely implemented in pharmacy curriculums. The integration of medicinal chemistry is often challenging given the difficulty of material and time constraints. Ademetionine molecular weight The objective of this pedagogical approach is to utilize structure activity relationship (SAR) maps as visual aids to teach students medicinal chemistry in an integrated course. EDUCATIONAL SETTING SAR maps were designed and implemented within an integrated course focusing on cardiopulmonary diseases. Specific SAR maps used in lecture and class activities included phenylethylamines (adrenergic agonists (i.e. bronchodilators)) and aryloxypropanolamines (beta blockers). Students were assessed in class activities (formative) and exams (high stakes) for specific information surrounding drug structure and the SAR map. Drug properties assessed included essential pharmacophores, pharmacodynamics, physiochemical properties, metabolism, duration of action, and decision-making. FINDINGS Results from assessment item analysis reveal that students performed well on medicinal chemistry questions related to the SAR maps (~90% correct on first exam). Students revealed in a survey that the SAR maps enhanced their understanding of medicinal chemistry concepts. SUMMARY SAR maps are effective tools that visually teach students key concepts in medicinal chemistry. This millennial student-friendly tool is time-effective and promotes learning as opposed to drug structure memorization. The SAR map can be easily implemented in other integrated courses focused on various disease states. BACKGROUND AND PURPOSE Introduction to various pharmacy practice environments is effectively accomplished through concentrated elective courses. The ambulatory care elective utilized innovative active learning strategies to enhance chronic disease management, foster empathy, and introduce strategic planning in an ambulatory care center. EDUCATIONAL ACTIVITY AND SETTING A new two-credit hour ambulatory elective course was offered to third-year pharmacy students in a four-year doctor of pharmacy program. This 30-hour, 2-week long course, ran simultaneously between three campuses, and included six modules. The course employed lectures, active learning activities, shadowing, role playing, and a simulation. FINDINGS Course evaluations and student reflections indicate high satisfaction with the course and reveal value in the simulation. SUMMARY Active learning sessions in this third-year pharmacy elective allowed application of lecture materials to explore the focused practice of ambulatory care. Discussion topics were varied, allowing students to gauge the breadth of opportunities offered in ambulatory pharmacy, while also appreciating the scope of skills required for successful and sustainable practice. Students valued the chronic disease state simulation, which provided a unique approach to foster personal attributes. BACKGROUND AND PURPOSE Leader Academy (LA) is a co-curricular experience for students that builds communication skills, fosters leadership skills, and offers opportunities in professional development. The program couples leadership development during the first year of the curriculum with activities conducted in a team-based learning course. EDUCATIONAL ACTIVITY AND SETTING An emotional intelligence (EI) assessment was administered to students during their first year. Students are led through a series of monthly programs utilizing GiANT Worldwide tools and team discussion. LA utilizes faculty, pharmacy residents, and student leaders to serve as facilitators for each team. Students participate in monthly meetings and are assigned team activities within required courses. Peer- and self-assessments are conducted through CATME SMARTER Teamwork program. The EI assessment will be re-administered at the end of LA to assess change in EI. A survey asked students to address the value and relevance of the GiANT Worldwide tools, how often they used the tools, and if they had taught a tool to someone else.
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