College of Pharmacy Record
this
thursday
Summer 1997

  • 'Cloning conundrum' discussed at Sadoff symposium
  • Colege makes strides in nontraditional Pharm.D. program
  • College provides means of becoming geriatric specialist through first certification program
  • Dual days honor pharmaceutical care pioneer Strand
  • Commencement: An ending and a new beginning
  • Staff member receives outstanding achievement award
  • Beasy receives Distinguished Pharmacist Award
  • Minnesotans surpass national average on board exams
  • From the desk of the dean
  • Students honored with awrds and scholarships
  • In the limelight: Alumni awards and honors
  • Pharmacy Alumni Society: A roundup of activities
  • Alumni news
  • Staff news
  • Faculty news
  • Mark your calendar!

    'Cloning conundrum' discussed at Sadoff symposium

    Back when human cloning seemed a scientific implausibility, the to-clone-or-not-to-clone debate was a profoundly different one than it is today. But sparked by recent clonings of animals, plants, and bacteria, the ethical debate is now aflame, says Albert Jonsen, one the founders of bioethics.

    Jonsen, professor of ethics in medicine and chair of the Department of Medical History and Ethics at the University of Washington School of Medicine, brought his insights to the College of Pharmacy in May as the sixth annual lecturer for the Max and Rose Sadoff Symposium on Pharmacy, Law, and Ethics.

    Human cloning, said Jonsen, is not so much unethical as it is folly. He uses a set of ground rules to determine ethical behavior. "I want to know what liberty is infringed, what human quality is depreciated, what human possibility is foreclosed," explained Jonsen. "Making human clones would, in my opinion, add fuel to this human folly. The clones would be different, not in form and habit, but because they were made for a purpose."

    Jonsen has encountered many who feel cloning is indeed unethical. Some argue that cloning could destroy personal identity, allow the creation of slave populations, compromise parenting, and undermine evolution.

    Being robbed of an individual identity through cloning is not a valid argument against the process, said Jonsen, because personality is a combination of genes and personal experiences. "We might set out to clone Mother Theresa and get her body and Madonna's mind."

    Cloning merely creates identical twins with different birthdays, say proponents. No one would argue that giving birth to identical twins is unethical, Jonsen maintains, and the differences in their personalities is evident. Other supporters argue that clones could provide a source of human organs without the chance of rejection.

    If scientists can modify a clone's genetic structure by removing defective genes and replacing them with good ones, they won't stop at making exact copies, said Jonsen. "Clones, then, would be inevitably rated and ranked because all clones would be made for a purpose and in accord with a plan."

    And ranking inevitably leads to discrimination. "A class of humans built and bred for a deliberate purpose would begin life set apart," predicts Jonsen. "We humans seem to lack the wisdom - perhaps we lack the genes - to deal fairly and decently with those different from us, however we define ourselves," he said.

    In cloning, as in most areas of ethical debate, one issue generates a host of others. The implications of surrogate motherhood of cloned embryos, for example, are substantial. "Ethical problems multiply like clones," said Jonsen. And given the amount of folly generated accidentally, adding to it would be irresponsible. Wisdom may be the only antidote to folly, yet wisdom has been scarce in our human history, he said. "We not only lack wisdom, we fall into the most appalling folly."

    Since it was established in 1992, the Sadoff symposium has served as an annual tribute by the Sadoff family to honor Max and Rose Sadoff, 1925 graduates of the College. The Sadoffs' sons are graduates of the University of Minnesota - Harold in pharmacy (B.S., '65) and now a lawyer, and Robert in medicine in 1959. The Sadoffs hope to share the heritage of their family's values through this tribute.


    Colege makes strides in nontraditional Pharm.D. program

    As U.S. pharmacy schools make the transition to offering only doctor of pharmacy degrees, many bachelor of science pharmacists are keeping an eye on the future - a future in which they will eventually disappear from practice. And many, eager to improve their clinical skills to deliver pharmaceutical care to patients, are searching for nontraditional means of earning Pharm.D. degrees.

    Currently 28 of the country's 76 pharmacy schools offer nontraditional Pharm.D. degrees. The University of Minnesota will be among the next schools offering a nontraditional program, as the College of Pharmacy prepares for a new program with fall 1998 enrollment.

    Keys to successful programs include flexible scheduling and active, problem-based learning instead of the traditional passive lecture method. Problem-based education emphasizes skills - information management and team-building, for example - that can be used throughout a lifetime. Collaboration among pharmacy schools, such as in sharing course materials, has also proved beneficial.

    The College of Pharmacy's program aims to accommodate the professional and personal lives of practicing pharmacists. Credit will be given for prior professional experience. The program's hallmark is a cohort model of adult education, one in which students who enter the program at the same time proceed through all course requirements and graduate together.

    Although the program is aimed at practicing pharmacists, the nontraditional approach will provide the same quality of education as traditional day-school programs, says Dean Marilyn Speedie.

    Forming a strategic plan

    Members of the College's task force on outreach education, including the nontraditional Pharm.D. program and specialty certification programs, worked from November 1995 to February 1996 to set goals and guidelines for the programs.

    The planning process for the program was an intensive one. Practicing pharmacists, alumni, and members of both the Minnesota Pharmacists Association (MPhA) and Minnesota Society of Health-System Pharmacists were consulted. All supported the College's efforts to get an outreach education program off the ground, and all have offered assistance.

    William Bond, MPhA executive director, cautioned the College about adjustments that must take place. "Adjustments means change, both for the practitioner and for the College," he said in a letter of support for a nontraditional program. "The faculty particularly must accept a process that takes into account the background experiences of practicing pharmacists, and allows maximum flexibility in the learning process."

    Paul Iverson, MPhA northwest director, told the College that members of his association holding baccalaureate degrees are concerned that a doctorate degree will become the minimum requirement for employment. He urged the College to develop a truly nontraditional approach to education, "not only in where it is taught, but also in what is taught." Keys to success include flexible locations, times, and curricula content that could be tailored to individual interests. Equally important, he said, is that pharmacists receive high-quality education while being credited for previous practice experience.

    Finding a learning model

    In February a qualitative study on the nontraditional Pharm.D. degree was conducted for the College. Four focus groups, each composed of eight to ten retail and hospital pharmacists, met in Bemidji, Duluth, Minneapolis, and Rochester, Minnesota. The study revealed that the greatest concern for all pharmacists was the investment of time, not money.

    Those most interested in an advanced degree were hospital pharmacists in Rochester, who saw it as necessary for career advancement. "I am considering it just because of the huge difference in my education versus what the education is today, and the expectations of the job description have changed," said a pharmacist in one focus group.

    "It would perhaps satisfy my need for professional development, for intellectual stimulation, but is it worth it?" asked another pharmacist. Likewise, retail pharmacists across Minnesota questioned the overall return on investment. But their interest would soar, they said, if they were to be reimbursed for their clinical and cognitive skills.

    The cohort model

    The College aims to establish and maintain a sense of connection with and among nontraditional Pharm.D. students and faculty, explains the dean. And the cohort model appears to be the most suitable design for supporting these relationships among adult learners.

    Study groups, in fact, preferred the cohort model over a two-way interactive television model of learning. Advantages include the flexibility to choose the time of the day and the place to learn. Each student receives videotaped lectures and companion World Wide Web-based computer activities that include both individual assignments and group activities. The interactive model, on the other hand, demands that students synchronize their schedules to be in classrooms at specific broadcast times.

    To help improve communication and networking, the College plans to conduct three weekend retreats. At the first gathering, the class will form smaller cohorts of five to six pharmacists who will work together throughout the year. During that weekend, students will develop personal web pages that include biographical data, current job descriptions, essays about career experiences, and photographs of themselves. Each week cohort members will be required to communicate with one another as well as with the College.

    The second retreat most likely will serve as an intensive course on physical assessment. The academic year will end with a final weekend retreat and possibly another intensive short course.

    Course work

    Current plans for the program call for completing 67 quarter credits, or 44 semester credits, over approximately five years. (The national average is 55 semester credits, with a high of 82 credits at Albany College of Pharmacy at Union University in New York and a low of 30 credits at the University of Maryland School of Pharmacy.)

    For the first three years, students will take three to four classes per year, for 37 credits of classroom (didactic) work. Also required are 30 quarter credits (20 semester credits) of experiential education, half of which are typically earned through three different five-week clinical rotations. The other half can be earned through nontraditional means, such as through case study reports. Students have the option of completing experiential credits at the same time as didactic credits.

    The most difficult portion of the program for students to schedule, according to the College's studies, is experiential education. This on-the-job training requires a considerable amount of structured time without pay. As a result, the College is considering flexible experiential education, such as using case studies of patients the students see in the course of their practice.

    Over the next year, the College will develop a waiver process for certain degree requirements. Depending on professional experience, some students may be allowed to forgo certain classes. Approximately half of the current nontraditional Pharm.D. programs offer some means of assessing prior learning experience. The most popular means is the portfolio method, in which students provide extensive documentation about their experiences for evaluation by a faculty panel. Some use challenge examinations, while others require student presentations to faculty.

    Total tuition for the program is estimated at $13,000, not including books, computer, and on-line costs. (Nationally tuition ranges from $6,000 at the University of Mississippi School of Pharmacy to more than $30,000 at Duquesne University's Mylan School of Pharmacy in Pittsburgh, Pennsylvania.) Costs are considered tax-deductible, since the Pharm.D. degree supersedes the degree required by law for licensure as a pharmacist.

    For further details on the nontraditional Pharm.D. program, see the "For more information" see form on this page.

    Program highlights

    Details of the new nontraditional Pharm.D. program will be finalized during the 1997-98 academic year, but here's a current overview: