To assess the effect of a dental clinical rotation program involving pharmacy students and dental students. An interprofessional education (IPE) course was offered as an elective to second-year pharmacy students and required for third-year dental students. The course included two in-class sessions, one online lecture, and five clinic sessions. Program evaluation analyses included a comparison of participating versus nonparticipating students on a knowledge survey of pharmacotherapy and IPE, and a descriptive analysis of IPE course evaluation results. Among pharmacy students, mean scores were significantly higher for participants than nonparticipants on the 31-item pharmacy knowledge component of the survey. On the eight-item IPE component of the survey, scores were significantly higher for participants than for nonparticipants, both among pharmacy students and among dental students. Awareness and attitudes about IPE were generally high among course participants. An IPE course that integrates second-year pharmacy students with third-year dental students in the dental clinic to provide medication history, education, and identification of potential drug-related problems improved pharmacy students' knowledge of pharmacotherapy related to or associated with dental conditions and improved pharmacy and dental students' knowledge and attitudes about IPE.

With close monitoring and follow-up, ARNi therapy was a safe alternative to ACEi/ARB therapy for chronic symptomatic HFrEF when initiated within a pharmacist clinic.

An interprofessional, team-based learning elective was developed, implemented, and evaluated to determine the knowledge gained, attitude changes towards interprofessional education, and overall satisfaction with the course. Thirty participants, 14 osteopathic medicine students and 16 pharmacy students, completed the course. The majority of students (88-96%) responded favourably to the team-based learning aspects of the course. Knowledge about nutrition and lifestyle modification was significantly improved by taking the course. Overall, students' readiness for and perception of interprofessional learning improved by taking the course, although not all improvements were statistically significant. In conclusion, the benefits of team-based learning, such as enhancing communication and teamwork skills, can enhance interprofessional education.

The current observational studies seem to identify a link between vitamin D and dementia, particularly AD. Before this evidence can be used to make a recommendation for routine supplementation in elderly patients to prevent AD, more prospective trials with a longer follow-up period are needed to show a causality relationship.

Objective. To create, implement, and evaluate an elective team-based learning (TBL) course on nutrition and lifestyle modification for pharmacy students.Design. An elective course with 15 contact hours was developed for second-year pharmacy students based on the principles of TBL. Student knowledge gained and satisfaction with the course were measured. Assessment. Sixty-two students completed the course. Knowledge about nutrition and lifestyle modification was significantly improved by completing the course (59% and 91%, respectively, p5,0.001). The satisfaction survey instrument had a response rate of 97%, and the majority of students (.85%) responded favorably to the TBL components.Conclusion. An elective course using TBL effectively delivered course content while teaching students communication and teamwork skills. The course was well received by students.