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Challenges encountered include timeline adherence, development of uniform data collection processes, clarifying roles and expectations for different projects, and authorship. This team may act as a prototype for clinical faculty teams to enhance engagement and scholarship productivity in a practice-based setting. Research and scholarship are core elements of the academic mission. Yet fulfilling institutional and accreditation requirements for scholarly activity can be challenging, particularly for teaching-intensive institutions. This paper describes strategies for employing a teacher-scholar model to stimulate and sustain scholarly activity. Metrics of scholarly productivity were programmatically assessed and reported for at least five years following implementation of sixteen different strategic initiatives at three teaching-intensive colleges of pharmacy. Data reported included publications (original peer-reviewed publications, case reports, review articles), presentations (posters, podiums, and continuing education sessions), peer-reviewed published abstracts, grants awarded, and total extramural funding per annum. Faculty and student engagement in scholarship was indicated by authorship on at least one scholarly work. Broad increases in metrics of scholarly productivity were observed, while the timing and dscholarship at diverse, teaching-intensive institutions by implementing cost-conscious strategies, including clear ties between scholarly effort/productivity and faculty performance/advancement, strong faculty development and mentoring, institutional commitments to infrastructure and research budgets, and student engagement in scholarly activities. This study aimed to identify challenges in determining authorship and author order, factors and criteria that influence behavior in determining authorship and author order, and beliefs about authorship and familiarity with guidelines among pharmacy faculty. An online survey was emailed to faculty from three groups of schools categorized by degree of external research funding. Academic discipline and rank, tenure status, years in rank, and gender were queried. Questions were created to determine frequency of authorship justification and author order by specific factors. Power pressures experienced when determining authorship were queried. Three case studies were also included to determine behavior for authorship and authorship order. A total of 295 usable responses were received (30.2% response rate). A majority of faculty experienced power pressures when determining authorship. Justifying authorship for supervision of student projects and statistical analysis was common. Quantity and quality of contributions were the most common reason for justifying order. Writing substantial sections of an article was ranked the most important component in determining author order. Differences in justifying authorship based on promotion and tenure pressures were noted by academic rank, tenure status, and academic discipline. https://www.selleckchem.com/products/Etopophos.html Familiarity with International Committee for Medical Journal Editors guidelines did not appear to influence behaviors. There is a plurality of perceptions and attitudes among faculty in relation to authorship. A model for recognition of contributions is needed. More structured guidance in concert with moral and ethical principles would help to clarify how to best establish authorship and author order. There is a plurality of perceptions and attitudes among faculty in relation to authorship. A model for recognition of contributions is needed. More structured guidance in concert with moral and ethical principles would help to clarify how to best establish authorship and author order. Community pharmacists are in a unique position to encounter children visiting the pharmacy, which means they are potentially able to catch signs or instances of child abuse and neglect. The aim of this study is to establish the influence of training programs that pharmacists undergo on their understanding and knowledge regarding safeguarding issues and referral processes, to better manage the situation if it were to arise. A 15 question survey was used to collect data from community pharmacists around the area of Cardiff, United Kingdom, regarding the safeguarding of children. The questionnaire explored community pharmacists' judgement on various aspects of the maltreatment of children, including the influence their training has on their outlook and behavior towards child safeguarding. Overall 72.8% (91 of 125) deemed their training adequate enough to aid them in safeguarding children. An average score of 8/10 for pharmacist knowledge and 7.7/10 for confidence was recorded for knowing when to refer suspement and reporting of child maltreatment. This descriptive survey study was designed to collect specific data about intervention and remediation approaches used by schools and colleges of pharmacy (S/COPs) to meet the requirements of the Accreditation Council for Pharmacy Education Standard 17. An electronic survey was developed and sent to all members of the American Association of Colleges of Pharmacy Curriculum and Student Services Personnel Special Interest Groups. The survey gathered details about institutional criteria and practices used in identification of students at risk of failure, steps of early intervention, and approaches to academic remediation. Descriptive data are presented. About 70% of accredited S/COPs responded with a complete survey. There was no statistically significant difference between public or private institutional practices. All respondents reported remediation approaches, but only 85% had structured intervention practices. There was marked variability in reports of specific details for both intervention and remediation. There is great diversity in approaches to both intervention and remediation. This study provides baseline data on which to build future research that might determine best practices to optimize student outcomes. A theoretical framework is provided. There is great diversity in approaches to both intervention and remediation. This study provides baseline data on which to build future research that might determine best practices to optimize student outcomes. A theoretical framework is provided.
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