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Objectives The first objective of this survey was to determine if there is a common grading scale utilized in Doctor of Pharmacy programs throughout the United States. Based on preliminary research, this question has not been addressed for professional pharmacy education. The study’s second objective was to begin to explore different aspects of grading scales used, academic freedom in grading, and the institutional breakdown of grading scales. Methods An online survey tool was developed and distributed to the School of Pharmacies’ respective Dean of Academic Affairs or alternate via e-mail to elicit responses. Subsequent second and third e-mail requests were sent at one-week intervals after a nonresponse. Results The net survey response rate was 61%. The overall study results determined that there was no grade scale predominately used by pharmacy schools or colleges, whether compared across all courses or across only specific type courses (didactic, laboratory, and experiential), and regardless of whether public or private, or what size the enrollment. There were significant consistencies in what constitutes a passing grade as well as the percentages that correlate to specific grades. Conclusions The results provide guidance for both established and new schools of pharmacy, in that any grading scale adoption is essentially acceptable among pharmacy schools. Future research should compare Doctor of Pharmacy program grading policies with other professional doctorate programs, to determine if other professional programs have developed common grading policies.

Objectives This study examined social media use by pharmacy faculty members and their strategies for Facebook friending of students. Additional objectives included determining faculty members' opinions regarding e-professionalism, how they responded to e-professionalism transgressions, and their use of social media for teaching, learning, and professional interests. Methods A 32-item questionnaire was sent to 358 pharmacy faculty members at five schools via a web-based survey tool. Results One hundred and fifty-nine faculty members completed the questionnaire for a 44.4% response rate. Almost 65% ( N =103) of the respondents use Facebook. The most common (37.6%, N =38) Facebook-friending philosophy was not to accept any student friend requests. Half ( N =27) of the faculty members who have viewed student profiles noticed an e-professionalism transgression. Fifty-nine (50.1%) faculty members responded that they were either likely or very likely to use social media for teaching. A little less than half (46.6%, N =54) of the respondents reported using social media for professional networking purposes. Conclusions A majority of pharmacy faculty members have an online social media presence, with Facebook being the most common application. Strategies for Facebook-friending students varied, but in general they were very conservative. The majority does not accept any Facebook friend requests from students, or accepts them only when students have graduated. Most faculty members agreed that social media connections with students might compromise the instructor–student relationship boundary. It is important that higher education faculty adapt to the paradigm and examine the appropriate contexts of use for professional, educational, and networking purposes.

Objective To assess the impact of a diabetes-focused advanced pharmacy practice experience on students' diabetes-related confidence and knowledge. Methods A survey tool was created, including 22 confidence and 30 knowledge questions centered on diabetes care. Students entering into a diabetes-focused advanced pharmacy practice experience (APPE) during rotation 7 served as the intervention group, whereas students without this experience were the control group. Both groups completed the survey before and after rotation 7. Results Twenty-two students (13 intervention, 9 control) completed the baseline survey and 14 students (9 intervention, 5 control) completed the follow-up. The intervention group showed a significant improvement in total confidence compared with control (3.92–5.52, p = 0.002). Within-group analyses showed a significant improvement in knowledge in the intervention group (18.6–22.4, p = 0.04) compared with no difference in the control group (17.8–18.3, p = 0.85). Conclusions This pilot study suggests that a diabetes-focused APPE improves students' diabetes-related confidence and knowledge.