The reported psychometric properties support the proposed use of the APQ6 as a recovery-orientated measure focusing on vocational activity and community participation. The APQ6 is being introduced for routine use by NSW mental health services.

Objective. To determine whether a college of pharmacy curriculum creates a sense of self-efficacy among students with respect to providing medication therapy management (MTM) services.Methods. An electronic survey instrument was sent to all pharmacy students to elicit information on their perceived confidence in providing MTM services, and the results were reviewed. Results. Of the 1,160 students targeted, 464 (40%) completed the survey instrument. Responses indicated that overall self-efficacy increased with each successive year of the curriculum that students completed. Fourth-year students completing an advanced pharmacy practice experience (APPE) in medication therapy management (MTM) had significantly higher self-efficacy than did other fourthyear students, whose self-efficacy was similar to that of third-year students. Conclusion. In this study population, students' self-efficacy increased with each successive year in pharmacy school, with those who completed an APPE in MTM exhibiting the highest level of selfefficacy. These students may be more likely to pursue MTM opportunities in future careers.

No outside funding supported this study. Research for this study was conducted while Liu was a postdoctoral fellow at the University of Florida. Liu is currently an employee of the U.S. Food and Drug Administration (FDA). The views expressed here are those of the authors and not necessarily those of the FDA. Yang reports receiving a research fellowship funded by WellCare Health Plans at the time of this study. The authors report no other potential conflicts of interest. Study concept and design were primarily contributed by Yang, Segal, and Miguel, along with Hall, Liu, and Ballew. Miguel, Liu, Yang, Ballew, and Hall collected the data, which were analysed and interpreted primarily by Liu, along with Yang and Segal and assisted by the other authors. The manuscript was written primarily by Miguel, Hall, and Garret, along with Liu, Yang, and Ballew, and revised by Ballew, Segal, Hall, and Miguel, along with Liu and Yang.