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Pharmacy students also reported having higher levels of stigma regarding mental health treatment. Conclusion. There are differences between pharmacy and medical students with regards to their experience of mental health symptoms, willingness to seek help, and perception of stigma. Despite the small sample, this analysis of national data indicates that opportunities exist to improve campus-based mental health education and offerings for pharmacy and medical students. © 2019 American Association of Colleges of Pharmacy.Objective. To determine the role of entrepreneurism within the broader missions of schools of pharmacy and develop an educational framework to produce pharmacist entrepreneurs. Methods. Following a systematic review and six semi-structured interviews, a three-round Delphi process was conducted with an expert panel comprised of successful entrepreneurs, pharmacy faculty members and administrators, students, and community members. Participants were asked about the role of entrepreneurship in a pharmacy school's mission, how they would define a pharmacist entrepreneur, and to identify the knowledge, skills, and attitudes (KSAs) expected to be successful as a pharmacist entrepreneur. A model for entrepreneur education was also developed in accordance with Bloom's taxonomy. Participant agreement and rankings were reported. Results. Based on the semi-structured interviews and the results from the Delphi process, the following framework for a pharmacist entrepreneur was proposed along with a list of KSAs identifies, creates, and pursues new opportunities; successfully implements new ideas into practice; is willing to take risks; fills unmet needs; creates new value through innovation; is responsive to change; makes sacrifices; includes social and intrapreneurship; leverages existing knowledge, skills, and resources; goes beyond traditional roles for pharmacists; and improves patient care. Recommendations for entrepreneurship instruction, guided by Bloom's taxonomy of cognitive processes, were created. Conclusion. According to our expert panel, a pharmacist entrepreneur combines several characteristics identified with a more traditional entrepreneur construct with the characteristics of an individual devoted to achieving outcomes beyond one's personal gain. Additional research to inform implementation and assessment of entrepreneurship within pharmacy curricula would provide more specific guidance for instructional design and accreditation evaluations. © 2019 American Association of Colleges of Pharmacy.Objective. To assess the effects of a computer-free classroom on first-year Doctor of Pharmacy (PharmD) students' performance in a pathophysiology course. Methods. In the 2018 course offering, the instructor enforced an electronics-free classroom where students could not access computers to take notes during lectures. Data were compared to a previous iteration of the course in which students could use computers for notetaking if they desired. Four in-class examinations were given by the instructor and performance between the two student classes were compared. Results. [https://www.selleckchem.com/products/od36.html OD36] The average examination grade increased 3% in the electronics-free classroom. Overall, final course grades were similar for students receiving A's and B's, but there was a notable increase in C's and a corresponding decrease in course failures. Course evaluations remained consistent and a slight majority of student comments were supportive of the computer-free environment. Conclusion. Student performance on examinations and in the course improved within the electronics-free classroom, especially for students at the lower end of the grading scale. This work provides important insights for faculty and administrators as they weigh whether to create a computer-free learning environment. © 2019 American Association of Colleges of Pharmacy.Women constitute the majority of students at US schools and colleges of pharmacy but make up only a minority of senior faculty members. In academic pharmacy, male mentors play an essential role in supporting the professional success of female mentees. These male mentors must recognize their role in creating safe and equitable environments for female mentees to learn and collaborate. They should respect the unique experiences and concerns of female mentees, particularly regarding sexual violence and harassment, and conduct themselves in a manner that prioritizes safety. They should also strive to develop the same interpersonal connections with female mentees that they work to develop with male mentees, realizing that maintaining inequitable personal distance from women undermines their professional success. Specific suggestions for balancing the potentially competing concepts of mentee safety and personal connection are offered by the authors, a male faculty mentor and female student mentee pair. © 2019 American Association of Colleges of Pharmacy.Objective. To determine the factors, including a preparation test, that best predict pharmacy students' performance on the Pharmacy Curriculum Outcomes Assessment (PCOA). Methods. Two cohorts of third-year pharmacy students completed a 100-item locally created PCOA pre-test, the PCOA Prep. This PCOA Prep was a cumulative knowledge test that was administered in the fall semester. In the spring semester, the students completed the 200-item PCOA and a separate survey on study habits and confidence. A retrospective review of students' demographics data, pre-pharmacy admission variables, and pharmacy school factors were collected. Correlation and regression analyses were conducted to evaluate which factors predicted students' PCOA total scaled score as well as scores in areas 1-4. Results. One hundred seventy-nine students were included in the study. The majority were female (55%), white (54%), and 28 (SD=5.4) years old on average. Students' average score on the PCOA Prep test was 80.7% (SD=7.8). The stepwise multiple linear regression model for the PCOA total scaled score included the PCOA Prep test, cumulative GPA at the end of the didactic curriculum, race/ethnicity, Pharmacy College Admission Test (PCAT) Verbal, PCAT Biology, and a class identifier. Including the PCOA Prep test explained more variance than the model without the test. Conclusion. This study revealed that student performance on a locally created cumulative knowledge test best predicted the PCOA Total Scaled Score. These results offer insights into additional contributing factors that influence students' PCOA performance and how colleges and schools of pharmacy could identify at-risk students who may need knowledge remediation prior to beginning advanced pharmacy practice experiences. © 2019 American Association of Colleges of Pharmacy.