American Journal of Pharmaceutical Education 2013; 77 (5) Article 109. MEETING ABSTRACTS 114th Annual Meeting of the American Associaton of Colleges of Pharmacy, Chicago, IL, July 13-17, 2013 RESEARCH/EDUCATION ABSTRACTS grades in the aforementioned courses. Results: PAT scores, entering Biological Sciences GPA and composite PCAT scores positively correlated with the final grades for A&P, P.Chem, and Pharmaceutics. The PAT and the com- Completed Research: posite PCAT showed comparable correlations to the course grades. While the entering GPA showed a positive albeit a weak correlation A Novel Continuing Pharmacy Education Program: Overcoming with course grades. There was also a strong correlation between the Barriers to Healthcare in Transgender Patients. Kevin Eich, St. John final grades of each of the first-year courses. Implications: Success in Fisher College, Bernard P. Ricca, St. John Fisher College,Keith these first year courses often predict how well a student will perform DelMonte, St. John Fisher College, Jennifer L. Mathews, St. John in subsequent years of the program. Therefore, the PAT may serve as Fisher College. Objectives: The Wegmans School of Pharmacy strives an additional indicator of success rate in the first year. Furthermore, the to educate and expose students to many topics related to cultural com- PAT may help identify potential incoming students who may require petence, including transgender health. A continuing pharmacy educa- additional academic support and remediation opportunities to success- tion program (CPE) was utilized to promote a similar opportunity for fully complete the program in a timely manner. pharmacists and preceptors. The CPE aimed to educate those currently in practice so they may model the behavior which is reflective of the An Educational Board Game to Assist in Learning Autonomic school’s mission of providing appropriate care and services to all Nervous System Pharmacology. J. Shawn Jones, University of patients. Method: The CPE was offered to any practicing pharmacist, Charleston, Lindsay R. Tincher, University of Charleston, Emmanuel preceptor, faculty or student interested. The first hour included current Odeng-Otu, University of Charleston, Michelle L. Herdman, Univer- pharmacotherapy guidelines and counseling tips. The second hour sity of Charleston. Objectives: To examine whether playing a board consisted of a panel discussion with local transgender patients. An game can assist 2nd-year PharmD students enrolled in a Pharmacol- anonymous, voluntary survey was administered at the conclusion ogy course in learning Autonomic Nervous System (ANS) Pharma- of the presentation and included both demographic and presentation- cology. Method: From a required P2 Pharmacology course in which specific questions. Correlation data from the Likert-Scale survey 72 students were enrolled, 22 students volunteered to play the board responses were analyzed using median and Kruskal-Wallis tests. game.Gameplayprecededanin-class exam that included 42 ANS Results: Several significant differences between groups of attendees questions (ANSQs) and 8 questions on another topic that were used were found. Preceptors and pharmacists were more concerned than as control questions (CTLQs). Participants were given a pre-test, con- pharmacy faculty about the reaction of their heterosexual patients to sisting of general ANS pharmacology questions. The objective of the creating a transgender friendly environment. Those with previous board game was to move a game piece from one of four vertebral training about and/or experience with transgender patients felt more regions down the neurons to the end target cell. Drug and pathway capable of promoting a transgender friendly environment and indi- component cards were drawn to determine advancement in the game, by guest on September 27, 2021. © 2013 American Association of Colleges Pharmacy cated greater understanding of and comfort with transgender-related with the end goal of completing both a parasympathetic and a sym- concepts. Implications: Transgender patients rely heavily on the ex- pathic pathway. After game play, a post-test consisting of the same pertise and accessibility of their pharmacist, but little formalized ed- questions as the pre-test was given to assess educational improvement. ucation related to their healthcare needs has been provided in the Scores for pre-test, post-test, whole exam, and ANSQs were com- past. Within our curriculum students are now provided with these pared among participants. Also, scores for exam, ANSQs and CTLQs training opportunities. Of equal importance was to also include area were compared between board game participants (PART) and non- pharmacists and preceptors with similar educational tools. participating (NPART) classmates. Results: Board game partici- http://www.ajpe.org pants scored progressively higher between the pretest and post-test A Predictive Validity Study of the HUSOP Preadmission Test (P50.002), exam (P,0.001) and ANSQs (P,0.001). Additionally, on First Professional Year Pharmacy Courses. Vera C. Campbell, PART scores were higher than NPART scores for exam (P50.036) Hampton University, Neelam Azad, Candace N. Sampson, Hampton and ANSQs (P50.009). Difference in PART and NPART CTLQ scores University, Patricia L. Richards-Spruill, Hampton University, Francis was not significant (P50.161). Implications: A board game can be Ndemo, Hampton University, Symphonie Grant, Hampton University, used to assist PharmD students in learning Autonomic Nervous Sys- Downloaded from Letitia Jones. Objectives: To examine the validity of Hampton Uni- tem Pharmacology and in improving their exam scores. versity School of Pharmacy’s (HUSOP) Preadmission Test (PAT) scores for predicting final grades in the first year courses, viz., Anat- Application of Genomic Principles to Pharmacotherapy of Cancer. omy and Physiology (A&P), Physiological Chemistry (P.Chem), and Christopher L. Farrell, Presbyterian College,AmyMessersmith,Pres- Pharmaceutics. Method: The PAT was administered to potential stu- byterian College, Nancy G. Pedigo, Presbyterian College. Objectives: dents at the conclusion of the interview. The test was composed of The importance of personalized medicine in pharmacotherapy is em- eight quantitative, eight physical science, and eight biological science phasized in the PCSP curriculum, from the beginning. The P1 pharmacy questions. Data was collected from 132 students. The data collected students participate in a Biotechnology Laboratory course where they included PAT score, entering cumulative GPA, composite PCAT are taught the underlying principles of pharmacogenomics (PGx). In score, and final grade for A&P, P.Chem, and Pharmaceutics. Descrip- parallel courses, Biochemistry and Immunology, students learn mo- tive statistics, correlation, and regression analysis were used to de- lecular biology and immunotherapies. At the beginning of the PGx termine the validity of the preadmission test for predicting final exercise, the students are given a brief overview of cancer genetics 1 American Journal of Pharmaceutical Education 2013; 77 (5) Article 109. followed by instructions on methods specific to the laboratory exer- to focus the student’s general understanding of the immune system cise. Method: Each lab group isolated tumor DNA from a colorectal towards the biological aspects of vaccination. The objective of this cancer cell line and prepared a polymerase chain reaction (PCR) for study was to evaluate the course in an effort to improve content and the oncogenic marker BRAF. The students used high resolution melt- format for future offerings. Method: The 2-credit Vaccinology elec- peak analysis to determine the presence of somatic mutations in 3/13 tive combines didactic presentations, small-group formats, and in- cancer cell lines. The students formulated the proper course of treatment class demonstrations to introduce students to the principles of rational for each cell line based on the tumor genomics. A survey was con- vaccine design, development, pharmaceutical intervention against dis- ducted at the end of the PGx laboratory to determine the effectiveness ease, and past and current vaccine applications. Students in the course of the exercise. Results: The results of survey from the lab exercises were assessed by two examinations and small-group presentations. (2011-2012) showed positive feedback from the majority of respon- Results: To date, the elective course has been offered twice and 45 dents. Based on a 5-point scale, students rated the class high for effec- students have successful met the learning outcomes of the course. tiveness of the exercise in conveying the information and teaching the Results of the course evaluations indicated that 89% of the respon- students techniques used in pharmacogenomics. Implications: The dents reported assignments and projects aided in their understanding PGx laboratory exercise prepared PCSP students with an understand- of the course content. Further, 89% of respondents reported the in- ing of how genetic markers can be used to give clinical insight into formation presented in this course to be useful for their future careers. predicting the utility and efficacy of drugs in oncology pharmacother- Students commented in the course evaluations their appreciation for apy. Further, their interest in learning more about pharmacogenomics inclusion of the historical progression of vaccines into the modern- and professional roles in personalized medicine was inspired. age of medicine. Suggestions