Purpose: A previous study of cases published approximately 10-30 years ago reveals that substantial improvement in the quality of adverse drug reaction (ADR) case reports is needed. Since that evaluation, recommendations are available concerning the content and formatting of case reports. Objective: To compare the quality of recently published ADR case reports to a previously published study of the quality of ADR case reports from 10-30 years ago. A secondary objective is to determine the quality of reporting by specialty journal. Methods: This was a two-phase study. Phase 1 included an assessment of the 23 patient, drug and ADR variables evaluated in the previous study to allow comparison with recently published case reports in specialty journals. Phase 2 mimicked the methods of Phase 1 with a random selection of available case reports in a 1-year period from a variety of journals. Results: For Phase 1, 19 of the 23 variables had significant differences in reporting compared with the previous study. Reporting of active diseases, social history, weight, race, other drugs and dose had frequencies ranging from 25 to 80%, which was an improvement, but affording an opportunity for greater improvement. For Phase 2, 21 of the 23 variables had significant differences compared with the previous evaluation; however illicit drug use, mechanism for ADR and route of administration had significant reductions in reporting. Conclusion: Progress has been made in ADR case reporting quality for a variety of journals, but more improvement is required to ensure data are understandable and relatable to patient care.

Technological advancements, changes in pharmacy students' learning preferences, and increased educational costs have necessitated the development and implementation of innovative teaching modalities. The University of Pittsburgh, School of Pharmacy has been using simulation-based learning throughout the curriculum for several years. To further advance this practice, a novel course was designed to teach students new concepts through online video lectures, slide sets and quizzes, and knowledge application during weekly practica time involving multiple patient cases taught with high fidelity simulation. While this course has been well received by students, it does require resources, organization, and time for development. In this article, we describe our experience developing, modifying, and sustaining this blended course with the hope that sharing our experiences over the past six years will lead to expediting successes at other institutions. Tips for success such as keeping online segments short, holding students accountable, thinking of simulation approaches beyond the mannequin, and developing standardized assessment tools are discussed. Overall the blended course of online learning and simulation is a unique educational experience akin to real-world pharmacy practice and is worth the effort with a goal of optimizing learning.