Roseman University’s Six-Point Mastery Learning Model®
INSIDE:
Dr. Gregory Schneider PG. 8
Master of Science in Pharmaceutical Sciences .. PG. 10
Bethany Hayward ... PG. 12
We thank our sponsors and players for making our 23rd Annual Scholarship Golf Tournament a success.
With your dedicated support, we raised over $60,000 for nursing, pharmacy, and dental medicine student scholarships!
Welcome to the Summer 2023 issue of Roseman University’s spectRUm magazine. Once again, the academic year is coming to a close and we are already busy preparing to welcome new students in the fall who are eager to pursue careers in the health professions.
Last month, we celebrated our commencement ceremonies for our graduates from the Henderson, Nevada and South Jordan, Utah campuses. The events marked a significant milestone in our history as our 20th class of Doctor of Pharmacy students were hooded and received their diplomas. It’s hard to believe two decades have passed since our inaugural class of 36 students in what was the Nevada College of Pharmacy did the same. The growth of Roseman since that time has been amazing, and we’re poised for more in the coming years.
At the center of our students’ successes is Roseman University’s Six-Point Mastery Learning Model®. It challenges the status quo in higher education, offering an unparalleled education for future healthcare professionals who will be trusted with our health and well-being. It offers an education without compromise. In this issue of spectRUm, we take a deep dive into this unique Roseman-developed learning model and share how it is used in our academic programs to build competency in our graduates and prepares them to be knowledgeable, skillful, and compassionate providers in healthcare teams.
A compelling topic in this issue is an article on the financial and career benefits of earning a Master of Science in Pharmaceutical Sciences from Roseman’s College of Graduate Studies. As you’ll learn, the program is the only such program in the Intermountain region, and graduates are highly sought after by the growing biosciences industries in Nevada and Utah.
Finally, you’ll discover two remarkable individuals who bring to Roseman their unique set of skills and knowledge – Dr. Gregory Schneider with the College of Medicine and Bethany Hayward with the College of Nursing. I hope you’ll find their stories as interesting as I did.
I’d like to close this month’s welcome by personally thanking everyone, from golfers, sponsors, to volunteers, who made last month’s 23rd Annual Scholarship Tournament a great success. This event raised tens of thousands of dollars to benefit scholarships for our nursing, pharmacy and dental medicine students. We appreciate you all for helping students achieve their dreams.
Renee Coffman President
Many of us have memories of college, juggling multiple classes covering multiple subjects, and studying to memorize information for midterms and final exams to gain passing grades. We sat in large, auditorium-style classrooms and analyzed our peers, wondering who will impact that annoying “bell curve.” It was often a highly stressful and competitive environment.
When Roseman University was established in 1999 as the Nevada College of Pharmacy, its founders, Dr. Harry Rosenberg, Dr. Renee Coffman and Dr. Chuck Lacy, could have created a Doctor of Pharmacy program modeled after this status quo in higher education. Instead, they sought a different approach. One that removed competition and shifted the focus on competency.
“We believed pharmacy education should be and could be better, more effective, and capable of producing highly competent graduates, who would be sought-after by employers,” said Dr. Coffman, Co-founder and current Roseman University president.
Considering the varying learning styles of young adults, a curriculum was developed that emphasized a student-centered, active learning environment where students were participating in experiential education from the very beginning of the program. Rather than semesters or quarters, the curriculum was organized into blocks that allowed students to take one course at a time, with students in class from 8 am to 3 pm Monday through Friday, allowing them ample time to concentrate and focus on achieving the desired outcomes. This also provided opportunities for students to be active participants in the learning process by facilitating the incorporation of a variety of learning activities other than the traditional lecture format. Further, the early pharmacy practice experiences were designed to enhance and support the didactic curriculum by allowing
students to see, feel, and understand what was presented in the classroom in a pharmacy setting.
“By restructuring the curriculum in the block format, we realized that the curriculum could be accomplished in three years, rather than the traditional four, making the College of Pharmacy one of the most affordable private Colleges of Pharmacy in the nation,” said Dr. Coffman. “Further, our graduates benefitted from early entry into clinical settings, making them more competent and confident in the practice of pharmacy earlier than those in four-year programs.”
This different approach in the Doctor of Pharmacy program, now called Roseman University’s Six-Point Mastery Learning Model®, brings together six key principles: Block Curriculum, Active and Collaborative Learning, Competency-based Education, Assessment Learning, Early Experiential Learning, and Classroom as Teacher. All these components reinforce each other and contribute to an unparalleled educational environment.
Nearly twenty-five years after Roseman’s College of Pharmacy was established, pharmacy education across the country is starting to catch on. According to Dr. Leiana Oswald, the College of Pharmacy’s Associate Dean for Academic Affairs and Assessment and Alumnus, as the profession of pharmacy adopts Entrustable Professional Activities (EPAs) to define what an entry-level pharmacist needs to be prepared to do upon graduation, the members of the American Association College of Pharmacy (AACP) have started to explore how competency-based education can be used in pharmacy education.
“There has been an increase in articles published in the American Journal of Pharmaceutical Education questioning traditional GPA grading schemes and highlighting potential benefits for competen-
cy and mastery learning in didactic (classroom) and experiential (practice site) learning," said Dr. Oswald. “We have been utilizing competency-based education at Roseman since our inception. It brings me a lot of pride to be a part of a program where I was taught as a student, precepted as a pharmacist, and now help to shape the next generation of pharmacists as an administrator knowing our innovative Six-Point Master Learning Model® prepares competent, caring and ethical pharmacists ready to enter practice.”
nursing tools in all aspects of their education, not just in the practice of using them but understanding how and why they are used. This increases active learning as students discuss and handle the items even during the theory discussions.
Today, it is not just students in the College of Pharmacy benefiting from the Six-Point Mastery Learning Model®. The success of the College of Pharmacy became a catalyst for the development of additional degree programs, all incorporating the model and transforming the way their professions are taught.
Roseman University’s College of Nursing utilizes the Six-Point Mastery Learning Model® to build competency in graduates of the Bachelor of Science in Nursing and Master of Science in Nursing-Family Nurse Practitioner programs.
Dr. Delos Jones, the College of Nursing’s Associate Dean of Faculty Affairs and Learning Innovation says the College is well suited to putting active and collaborative learning into practice. “Roseman’s nursing students learn through work in the simulation lab practicing, hands on, the skills they will need in the nursing field," said Dr. Jones. “In addition, students complete case studies in class individually, in their groups or as a class with the instructor’s guidance, and group projects are completed in several courses which encourages students to work together and assist each other in mastering the content about which they will be presenting.”
Dr. Jones adds that College of Nursing faculty are encouraged to bring lab items into the classroom, so students get experience with
Like the College of Pharmacy, the College of Nursing utilizes assessment for learning throughout their programs. “Students have a chance to discuss the assessment questions with the faculty immediately after taking the assessment," said Dr. Jones. “This gives them the chance to clarify concepts they may not have mastered prior to taking the assessment. It also gives the faculty the chance to provide additional information where needed to help students achieve mastery of the course content.”
Dr. Jones says that as adult learners, understanding why the information is important and how they will be using it helps provide some urgency to learning the information. Additionally, they can build new information upon older knowledge by practicing, discussing, and doing much easier than they can just by listening to lectures. Students also have the chance to discuss material with the faculty individually, as groups, and as a class. Most importantly, students teach each other both in the classroom through collaborative activities and during the assessment process when taking the Team assessment.
“Overall, the Six-Point Mastery Learning Model® makes Roseman's College of Nursing programs more effective at teaching students to think critically, using rather than just learning the information, and to work as a team. The mastery concept also builds their confidence in their ability to provide safe care because they know they have learned everything at the level of 90% or better,” said Dr. Jones.
Roseman University’s College of Dental Medicine embraces all aspects of the Six-Point Mastery Learning Model, says Dr. Clark Dana,
the College’s Assistant Dean for Integrated Education and Assessment.
"We utilize the block curriculum and the assessment learning process in the Doctor of Dental Medicine program to ensure high-level mastery of content that builds in context and application from block to block,” said Dr. Dana. “Every block integrates numerous methods of active learning.”
According to Dr. Dana, monitored by the College’s curriculum team for appropriate use, these active learning methods include, but are not limited to Think-Pair-Share, Problem Solving/Case Study, Student Presentations, Formative Objective Structured Clinical Examinations/Tabletop Exams, Drawing/Diagramming, Formative Quizzes/Polling, Patient Simulations, Critical Appraisal of Scientific Evidence, Personal Practice Planning, Reflection and Community Involvement.
Most notably, says Dr. Dana, the College of Dental Medicine has restructured the traditional dental curriculum to ensure students are integrated early into clinics. Through this early experiential learning students gain valuable context to the critical foundational knowledge gained in their didactic coursework.
“For example, they may learn about diabetes in the classroom after having treated a patient with this medical condition in the clinic,” said Dr. Dana. “This clinic integration has shown to prepare students for their board exams, but more importantly prepares them to treat the whole patient.”
In addition, true to competency-based education, student progress is monitored to ensure they are progressing at the appropriate rate. “Because we are able to monitor this progress via carefully designed assessment feedback systems, we are able to provide appropriate clinic experiences for where students are in their clinic journey,” said Dr. Dana.
Following approval by the Commission on Dental Accreditation in late 2021, this fall the College of Dental Medicine will enroll its first cohort of students into a three-year Doctor of Dental Medicine program, thanks in part to the Six-Point Mastery Learning Model®.
“We have worked diligently over the past several years to develop and foster a team-based clinical education model, combined with Roseman University’s Six-Point Mastery Learning Model®, to create curricular efficiencies that allow students to obtain more classroom and clinical contact hours in less time,” said Dr. Frank Licari, Dean of the College of Dental Medicine. “Capitalizing on these efficiencies, our goal with this transition to a shorter program is to reduce the cost of dental education and thereby reduce student debt upon graduation.” In the College of Dental Medicine’s Advanced Education in Orthodontic and Dentofacial Orthopedics (AEODO) residency program, the block curriculum in both instructional (didactic blocks) and longitudinal (clinic/research) help residents see the “big picture,” says Program Director Dr. Glen Roberson. “Residents become fully immersed in a topic during didactic blocks, and then we revisit the topic again during clinical seminars,” adds Dr. Roberson.
Incorporating active and collaborative learning during clinical seminars with all residents (three residency classes) present is where everything comes together. “We review cases with residents and faculty where faculty moderate the case, the third-year residents help the second-year residents who, in turn, help the first-year residents,” said Dr. Roberson. “This is where all the different blocks are touched upon to create a unified concept of patient focused treatment.”
Since the program’s first cohort began in 2008, the orthodontic residency program has boasted a 100% first time pass rate on the American Board of Orthodontics exams.
Roseman University’s College of Graduate Studies, the University’s newest college, established in 2021, offers Master of Science in Pharmaceutical Sciences and Master of Science in Biomedical Sciences programs that incorporate the Six-Point Mastery Learning Model® along with a “hyflex” modality that allows students to continue working while they complete coursework. The modality, both hybrid and flexible, offers synchronous and online instruction with face-to-face learning at either Roseman’s Henderson, Nevada, or South Jordan, Utah campuses.
“The College of Graduate Studies programs apply the Six-Point Mas-
“Early Experiential Learning is essentially learning in motion. It brings many textbook concepts to life.”
“I like not competing with my colleagues. Since everyone has their own strengths, I think it has made my class closer because we are able to help each other without the stress.”
– Ella Cruz, DMD Class of 2023
“Active and Collaborative Learning is my favorite because so much can be learned from my colleagues taking the same class! Everyone learns differently, and it helps me to be able to fill in the spaces of my learning by talking to fellow colleagues! This learning style has helped me to grow more as a person and to become my best self! I’ve learned so much about those around me and how much of an impact other people can have on your life!”
– Ashley Hinkle, DMD Class of 2023“The Six-Point Mastery Learning Model® has helped me in compiling what I believe to be a fantastic study guide for the NAPLEX while simultaneously immersing me in the world of pharmacy in an order that has been relatable.”
– Corey Hales, PharmD Class of 2022
– Jeremy Coscolluela, BSN Class of 2020
In October 2022, Roseman University College of Medicine welcomed Dr. Gregory Schneider as a Professor, the Associate Dean for Clinical Education, and the Medical Director of Roseman Medical Group. Prior to joining Roseman, Dr. Schneider served as Associate Professor in the Department of Humanities, Health, and Society at Florida International University’s Herbert Wertheim College of Medicine in Miami, Florida.
Dr. Schneider has committed his life to teaching and giving back to society. Raised in St. Louis, Missouri, by a single mother who was a teacher, had a profound impact on his life. "My whole adult life has really been about teaching and about some way of giving back," he said.
After earning a bachelor's degree in philosophy from the University of Dallas in Irving, Texas in 1990, Dr. Schneider's first job was teaching middle school in one of the poorest neighborhoods in Dallas. During his time there, Dr. Schneider had many eye-opening experiences. "You know, growing up I thought we were poor, but while teaching middle school, I put that in perspective and realized, ‘Wow, okay, we were very lucky in many ways’," he said.
In 1991, Dr. Schneider decided to shift his focus from teaching and pursue a career in medicine. He attended the University of Missouri School of Medicine, where he gravitated towards the faculty and mentors who were family physicians and generalists. He stayed in Columbia, MO for his family medicine residency and then moved to Dallas, where he worked at The University of Texas Southwestern Medical Center for six years. During his time there, Dr. Schneider taught clinical medicine and medical ethics and directed the family medicine clerkship and primary care preceptorship.
Although Dr. Schneider is a physician, he thinks of himself primarily as a teacher. He sees primary care as a way of helping his community and working with people to improve their health. "What I'm hoping to accomplish is helping people get the necessary care they need, and I look at that as a teaching moment," he said.
Dr. Schneider chose family medicine because of the opportunity to work with everyone, from children to seniors. The diversity of the patients and the chance to interact with people from various backgrounds in a meaningful way is what he loves most about being a physician. Teaching middle school in Dallas influenced his decision to work in primary care and in underserved settings, because he saw firsthand the disparities in healthcare and how the social determinants of health impact families.
During his time in primary care, Dr. Schneider has seen many patients who struggle with poverty, food insecurity, lack of education, and transportation difficulties, among other things. He has sometimes felt as if physicians are merely placing band-aids on a sick society. A student of that society, he obtained a master’s degree in the liberal arts from Southern Methodist University while in Dallas, and in 2004, he decided to take a break from medicine.
In 2005, after a year of documentary film school, his love for teaching and helping the community eventually led him to St. John’s College, a small liberal arts college in Santa Fe, New Mexico, where he taught
undergraduate and graduate-level classes across all disciplines for more than a decade. The classes at St. John’s were discussion-based and centered on classic texts in literature, philosophy, mathematics, music, and science, areas for which Dr. Schneider has a passion. During that time, he also worked part-time as Director of Student Health & Wellness in St. John’s Student Health Center and as a physician at a nearby urgent care center.
For the last six years, while returning to full-time academic medicine at Florida International University in Miami, he saw patients at underserved clinics in South Florida and helped oversee a medical student home visit program where students assessed patients’ social needs and connected them with medical and social services. He enjoyed providing care for the un- and under-insured and being a part of courses that exposed students to the social, cultural, and economic factors that influence health. In many ways, his career has come full circle, as he joins the team founding a new medical school here at Roseman that will be committed to serving the local community.
Dr. Schneider's dedication to teaching and giving back to society has earned him the respect and admiration of his colleagues and patients. He is known for his compassion, expertise, and commitment to improving the health of his patients, making him a role model for many aspiring physicians and educators.
"What I'm hoping to accomplish is helping people get the necessary care they need, and I look at that as a teaching moment."
Providing students with real-world skills and knowledge necessary to succeed
by Jason RothFor students looking to pursue a research career in the bioscience industry, obtaining a Master of Science degree can be a significant step towards achieving their goals. Roseman University's Master of Science in Pharmaceutical Sciences (MSPS) program is gaining recognition for its high-quality education and promising career prospects.
According to Dr. Jeffery Talbot, Dean of Roseman University’s College of Graduate Studies, one of the most significant benefits of pursuing an MSPS from Roseman University is return on investment. “A report by the American Association of Pharmaceutical Scientists (AAPS) shows that the median salary for pharmaceutical scientists with a master's degree in the U.S. is more than $130,000 per year,” said Dr. Talbot. “This high earning potential is due in part to the expansive growth of the bioscience industry and the essential role that masters-trained scientists play in research and development bringing new drugs, medical devices, and nutraceutical agents to market.”
Roseman University's MSPS is designed to provide students with real-world skills and knowledge necessary to succeed in this challenging field. The program's coursework covers a wide range of topics, including drug design, drug delivery systems, pharmacokinetics, pharmacodynamics, machine learning and data science, regulatory affairs, and business leadership. Students also design, conduct, and present original research projects, gaining valuable hands-on experience. Another benefit of Roseman University's MSPS program is its location in Nevada and Utah, as no other similar program exists in the Intermountain West region.
“Nevada and Utah are home to a large and growing number of bioscience companies,
providing exciting local career opportunities for graduates,” said Dr. Talbot. “Both states have experienced significant growth in recent years, with state governments actively promoting the development of this sector. Favorable business climates have attracted many bioscience companies, including a significant number of pharmaceutical, nutraceutical, and medical device manufacturers.”
Local biotech support organizations, such as Biohive, BioUtah, NevBio, and the Las Vegas Global Economic Alliance, have helped create a flourishing environment for bioscience companies, with more than 1,000 companies providing nearly 40,000 life sciences-related jobs in Nevada and Utah combined.
In addition to a favorable business climate, graduates of Roseman University's MSPS program benefit from the university’s industry partnerships. With campuses in both Nevada and Utah, Roseman is well positioned to leverage hometown location and collaborative relationships with local companies to provide internship-like training opportunities for MSPS students while gaining real-world experience. Thus far, 100% of Roseman’s MSPS students have received support from local bioscience companies, including scholarships, fellowships, or project sponsorship.
“The need for graduates from Roseman’s master of science programs will only increase as industry research and development continues to reach further into the biomedical and pharmaceutical sciences,” said Vance Farrow, Healthcare Industry Specialist with the Nevada Governor’s Office on Economic Development.
Commenting on the establishment of Roseman’s MSPS program, Dr. Joe Nowolawski, CEO of Salt Lake City-based JSK Therapeutics, said, “This is a great solution to helping build the biotech infrastructure in the region and an excellent tool for professionals who want a career in helping research startups blossom and create new breakthroughs. Graduates will be in great demand in the biotech sector.”
In conjunction with the promising job prospects, pursuing an MSPS from Roseman University can lead to a fulfilling work life. Pharmaceutical scientists play an essential role in the development of new health products to improve the lives of patients around the world.
“The bioscience industry is constantly evolving, with new products, medications, and therapies being developed and brought to market each year,” said Dr. Talbot. “This dynamic environment provides ample opportunities for graduates to advance their careers, take on new challenges, and contribute to the development of new treatments for a range of medical conditions.”
At Roseman’s College of Nursing, Bethany is an Assistant Professor and Skills Lab Coordinator where she teaches in the simulation skills lab. It is here that students can put what they've learned into action and make connections that help them better understand the material. “The classroom also serves as a teacher,” Bethany said, “students receive hands-on skills training in the simulation skills lab."
Meet Bethany Hayward, an accomplished and highly respected nurse educator and nurse practitioner. With a career spanning over 18 years, Bethany has pursued multiple degrees and embraced opportunities for growth, all while finding time to be present with her family. Today, she proudly holds three master's degrees, including her most recent achievement from Roseman University College of Nursing’s Master of Science in Nursing and Family Nurse Practitioner (MSN/FNP) program.
Born and raised in Phoenix, Arizona, Bethany's journey in nursing was inspired by her mother, who recognized the great potential and fulfillment the profession could offer. She became Bethany's source of motivation and encouragement. Bethany's initial exposure to healthcare came through a Certified Nursing Assistant (CNA) program in high school, which sparked her interest in healthcare.
Bethany went on to earn her Registered Nurse (RN) degree from Mesa Community College and later pursued a Bachelor of Science in Nursing (BSN) from Grand Canyon University. After gaining experience in the field, Bethany earned her master's and completed a dual degree in Master of Science in Nursing (MSN) and Master of Leadership from Grand Canyon University. Most recently, she received her third master's degree in MSN/FNP from right here, at Roseman University.
In 2017, Bethany's sister's youngest child was born with Down Syndrome and later developed leukemia, prompting her to move to Utah to help care for her nephew and support her sister's family. Prior to this, she had worked as a nursing director in education at Banner Health in Phoenix, AZ, and wanted a career that offered better work-life balance. It was then that she saw a teaching position open at Roseman's College of Nursing and decided to apply.
“During the interview process, I felt incredibly welcomed and knew that Roseman was where I wanted to be,” Bethany said. Her transition to Roseman University as a nurse educator provided her with an opportunity to continue her education while achieving a healthier balance in her professional and personal life.
At Roseman, Bethany is an Assistant Professor and Skills Lab Coordinator where she teaches in the simulation skills lab. It is here that students can put what they've learned into action and make connections that help them better understand the material. “The classroom also serves as a teacher,” Bethany said, “students receive hands-on skills training in the simulation skills lab.”
Bethany’s journey in nursing education has been a testament to her commitment to excellence and dedication to the nursing profession. Her experiences highlight the importance and effectiveness of The Roseman University Six Point Mastery Learning Model®, which consists of Block Curriculum, Active and Collaborative Learning, Competency-based Education, Assessment Learning, Early Experiential Learning, and a Classroom Design that facilitates learning. All of these components reinforce one another and contribute to an unparalleled educational environment. Roseman University fills the need for innovative nursing education models that cater to a variety of learning styles.
Bethany is a strong advocate for nursing education, and she believes that the nurse practitioner (NP) role is critical to addressing the shortage of healthcare providers in the United States. She encourages those interested in pursuing nursing to consider becoming an NP, which has been shown to be a beneficial member of the healthcare team.
“Nurse practitioners have been shown to have great outcomes when caring for patients, and their ability to become an NP with a master's level degree (without necessarily needing to pursue a doctorate) makes the role accessible to more nurses,” Bethany said.
During her clinical rotations, Bethany observed various healthcare practices, both independently owned and operated, and those run by large corporations. It was during this time that she discovered the flexibility that comes with being a business owner. Setting her own schedule, maintaining work-life balance, and having the freedom to develop her own protocols were all factors that drew her to pursue entrepreneurship in the healthcare field.
Following the completion of her MSN/FNP program, Bethany wasted no time in realizing her dream. Simply You Wellness was established in March 2023, a mere six weeks after she obtained her APRN license. This was the same month the state of Utah became the 27th state to allow full practice authority to nurse practitioners. Currently, the practice specializes in weight loss services, but Bethany has plans to expand the range of offerings to include peptide therapy, IV hydration, hormone replacement therapy (HRT), and potentially other services in the future. As of now, all consultations and treatments are conducted through telehealth, but aspires to open a physical storefront in the southern Salt Lake County area.
Simply You Wellness embodies Bethany's commitment to providing holistic health and wellness services while prioritizing personalized patient care. By being in control of her practice, she can dedicate the desired amount of time to each patient, tailoring treatments and protocols to meet their specific needs. Bethany values the ability to make
independent decisions regarding patient care, unencumbered by directives from a larger corporate entity.
Looking ahead, Bethany is excited about the future of Simply You Wellness and the possibilities it holds. As she continues to build a client base, she remains committed to providing exceptional care and expanding her service offerings at a physical location where patients can receive in-person consultations and treatments, further enhancing the accessibility and quality of care provided by Simply You Wellness.
Overall, Bethany Hayward is a valuable faculty member of Roseman's College of Nursing and compassionate, driven APRN, with years of experience and multiple degrees under her belt. She is passionate about education and helping her students learn and succeed in their careers.
To learn more about Roseman University College of Nursing's MSN/FNP program, visit nursing.roseman.edu.
Roseman University’s College of Pharmacy and medication delivery service Pills2Me have partnered to make medication therapy management services easier to access for Nevadans, including the state’s more than 500,000 Medicare beneficiaries.
Through the partnership, the College of Pharmacy and Pills2Me identified and located pharmacies throughout Nevada that offer medication therapy management services and made them easy for patients to access and request medication reviews through the Pills2Me app.
"We are thrilled to partner with Roseman University to provide Nevadans with access to medication management services," said Leslie Asanga, PharmD, MPH, MBA, founder & CEO of Pills2Me and a proud Roseman Alum. "Our mission is to increase medication adherence, and this partnership will allow us to make a meaningful difference in the lives of patients throughout Nevada."
The Pills2Me app offers a range of features to give patients easy access to medications, including on-demand prescription delivery from any pharmacy. With the new medication therapy management services available through the app, patients now have access to personalized medication reviews to ensure they are taking the right medications at the right time, and to address any potential drug interactions or other issues.
According to Asanga, medication-related problems and medication mismanagement are massive public health problems in the U.S. Experts estimate that 1.5 million preventable adverse events occur each year that result in $177 billion in injury and death. "We know that medication management can be a challenge for many patients, and our goal is to make it as easy as possible for them to stay on track with their medications and reduce the occurrence of adverse events,” added Asanga.
According to Roseman University College of Pharmacy’s Associate Dean for Academic Affairs and Assessment and Associate Professor for Pharmacy Practice Catherine “Leiana” Oswald, PharmD, BCGP, medication therapy management is a distinct service offered by licensed pharmacists to optimize therapeutic outcomes for patients, particularly those treated for chronic conditions. Anyone who uses prescription medications, non-prescription medications, herbals, or other dietary supplements may potentially benefit from medication therapy management services.
"Improving the management of these medications is a critical component of improving overall health outcomes, and this partnership will help us achieve that goal for patients in Nevada,” said Oswald.
The project was funded by a state sub-award from the Nevada Department of Health and Human Services Division of Public Health dispersing funds from the CDC 1817 grant allocation for Nevada. The grant is focused on improving healthcare outcomes for patients with diabetes and cardiovascular disease.
For more information or to place an order visit: https://www.pills2me.com or call:1-888-394-1928.
