Overall, playing the game improved understanding and application of knowledge and promoted sharing of knowledge and collaboration. Students were able to link pharmacy practice and pharmacology knowledge. It enhanced learners' ability to think and communicatee concisely and quickly. The competitive aspect of the game was the main negative associated with playing the game. Suggestions for improving the game included making it shorter, including mixed groups of students from different levels of study, and introducing a referee to oversee the game.
 
  The current study found that students reported high levels of satisfaction from playing the game.
 The current study found that students reported high levels of satisfaction from playing the game.
  Acceptance to pharmacy school relies on data such as grade point average (GPA) and Pharmacy College Admission Test (PCAT) scores in addition to holistic review. The interview is the final step in finding successful applicants. This study sought to identify if faculty interviewers had an impact on prospective students' decisions to accept an offer of admission to our college of pharmacy.
 
  A seven-year retrospective review of applicants granted an offer of admission was conducted. Analyses determined if interviewer assignment impacted yield of students matriculating into the program.
 
  Fifty-two different faculty interviewed 1634 applicants who were subsequently offered admission during the seven-years of review; of these applicants, 482 matriculated (yield 29.5%). Ten faculty interviewers provided 1020 (62.4%) of these interviews, with 302 applicants matriculating (yield 29.6%). Univariate analysis of these 10 interviewers did not find a significant difference in yield. Matriculation between the highest and lowest yielding faculty members trended toward a difference but was not statistically significant. Lower cumulative GPA, lower quantitative PCAT, lack of a bachelor's degree or higher, and interviewing later in the admissions cycle correlated with a higher matriculation yield (P<0.05).
 
  Faculty interviewers did not impact an applicant's decision to accept an offer of admission to pharmacy school. Interviewing late in the admissions cycle, not having a bachelor's degree, lower cumulative GPA, and lower quantitative PCAT score correlated with increased matriculation yield.
 Faculty interviewers did not impact an applicant's decision to accept an offer of admission to pharmacy school. Interviewing late in the admissions cycle, not having a bachelor's degree, lower cumulative GPA, and lower quantitative PCAT score correlated with increased matriculation yield.
  It is unknown if students with previous pharmacy technician experience benefit from a community pharmacy dispensing lab. Anecdotally, students with previous technician experience often do not feel a substantial benefit from the course. The purpose of this project was to evaluate pharmacy practice knowledge and perceptions of those with and without prior technician experience in a community lab course.
 
  Doctor of pharmacy students enrolled in the lab course were included in the study. All students were administered a pre- and post-course self-perceptions survey and knowledge assessment (20 scenario-based multiple-choice questions). The knowledge assessment evaluated understanding of community pharmacy law, workflow, inventory, insurance, and prescription verification. Survey variables analyzed included length of experience, confidence, and course expectations. Results were analyzed using student's t-tests.
 
  A total of 216 students completed the pre- and post-assessments and were included for analysis. Studupports investigation into 'testing out' or providing separate tracks in a community lab for experienced and non-experienced students.
  As active learning is being encouraged in pharmacy education, valid active learning pedagogies should be investigated. Peer instruction pedagogy has yet to be explored in the pharmacy education setting. Peer instruction assesses student understanding of a topic through multiple choice questions called ConcepTests. When the class scores below a threshold, students are given time to discuss the ConcepTest. They are then given an opportunity to repeat the same ConcepTest.
 
  Peer instruction pedagogy was implemented in the 2017 fall semester of PHAR 6112 Introduction to Self-Care. Changes in student responses were recorded via Turning Technologies software to identify if peer instruction increased the number of students who answered ConcepTests correctly. Changes in responses were analyzed via a paired t-test and McNemar test. Students were also surveyed on their perceptions of the pedagogy.
 
  A total of 51 questions proceeded through the entirety of the peer instruction algorithm. Peer instruction was associated with an increase in correct response (P<.001). Students' total number of correct responses to ConcepTest questions increased by an average of 16.1 (31.5%) following peer instruction (P<.001). Over 86% of students would recommend that other instructors use ConcepTests.
 
  Peer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.
 Peer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.
  The objective of this study was to evaluate pharmacy student intervention documentation during their clinical experiential rotations and to gain insight on their perceptions of this experience.
 
  This was an institutional review board approved descriptive study of pharmacy student interventions documented during one academic year. Students documented interventions using a pharmacy-specific system in the electronic medical record. Pharmacy student feedback regarding the process and utility of intervention documentation was assessed using a brief anonymous, voluntary, three-min online survey tool.
 
  In total, 894 clinical interventions were documented by 32 students (585 by 11 fourth-year students, 309 by 21 second- and third-year students). Most interventions were categorized as other (28%), followed by change in dose, frequency or, route (26.5%). The acceptance rate was 89.5% and associated cost savings were $166,551 ($186.30 per intervention).  https://www.selleckchem.com/products/nivolumab.html  Student survey responses were generally positive and recommended continuing the documentation process in the future.