18%; p 0.001), while PY2 learners spent additional time typically per workout than PY1 learners (411 vs. BDNF DNA NPs and make sure they are being a depot secreting neuroprotective factorsmimicking the BBBs organic function. Strategies: DNA NPs had been ready using poly(ethyleneglycol)x-block-poly(aspartate diethyltriamine)con (PEG5K-DET48, where x and con denote molecular fat and the amount of duplicating systems) as the polycation and Pluronic P84 (P84) as an excipient. hCMEC/D3 monolayers had been utilized as an style of the individual blood-brain hurdle (BBB). We utilized Lucifer Yellowish permeability assay to verify restricted junction (TJ) integrity in transfected cells and utilized an ATP assay to determine cell viability upon NP publicity. Outcomes: We demonstrate which the observed upsurge in P84-induced transfection takes place with reduced (insignificant) perturbation of endothelial TJs (when you compare NP-transfected cells to neglected cells) which the NPs are cyto-compatible. Implications: DNA NP transfection is normally a effective and safe technique for delivery of therapeutics for an style of the individual BBB. Spatial and Maturation Appearance of Intestinal MCT1 in Obesity. Melanie Felmlee, Herman Gordon, Jeanne Frenzel, Dan Cernusca, Aimee Strang, Terri Warholak, Marion Slack, Sandipan Bhattacharjee, Nisaratana Sangasubana, M Jill. Augustine, C. Lea Bonner, Jason M. Brunner, Wesley Nuffer, Toral C. Patel, Megan E. Thompson, Gary E. DeLander, Lisa DuBrava, Mary Starry, em The School of Iowa. /em Objective: Learning portfolios enable pharmacy learners for connecting programmatic final results and related learning encounters to upcoming practice as health care providers. Assessment applications need data to create decisions relating to curriculum quality also to keep accreditation. Our objective was to make a portfolio that could meet the requirements for learning improvement, curricular evaluation, and accreditation. Strategies: We designed a needed, longitudinal, learning e-portfolio training course. Learners upload artifacts and think about how the matching learning experiences connect to plan final results and their very own continuous professional advancement. Baseline and annual self-assessment rankings and led reflections document improvement toward final result attainment. Individualized formative reviews from a regular pharmacist reviewer provides support of metacognitive abilities. De-identified quantitative and qualitative data is normally distributed to the Assessment others and Committee with the goal of improvement. Outcomes: 13% of needed artifact reflections in the initial two years from the training course needed revision with the best need taking place in the fall semesters of every year (around 19%). The results requiring the biggest percentage of revisions was Public and People Wellness; the Scholarship or grant & Analysis outcome needed no Self-awareness and revisions needed one. Self-assessment rankings toward attainment of PharmD Learning Final results showed annual boosts from calendar year and baseline to calendar year. Faculty produced improvements in creating learning knowledge/artifacts predicated on qualitative and quantitative details, with extra benefits easy for the collective curriculum. Bottom line: Though no-one can dispute the worthiness that learning e-portfolios provide to the pupil experience, factor ought to be taken up to maximize details designed for overarching accreditation Valbenazine and evaluation requirements through the setting up procedure. 2018 Pupil POSTER COMPETITION A Book Method of Pharmacy Practice Laws Education. Matthew Carl Deneff, em School of Connecticut /em , Lisa Holle, em School of Connecticut /em , Jill M. Fitzgerald, em School of Connecticut /em , Kathryn E. Wheeler, em School of Connecticut /em . Goals: UConn College of Pharmacy learners receive pharmacy laws education in the next professional year, accompanied by a review training course after graduation. UConn graduates Multistate Pharmacy Jurisprudence Evaluation ratings have got trended downward from 2009 to 2016, indicating need for additional and different preparation methods. This study was designed to determine the baseline space in functional understanding of pharmacy practice laws through exercises with the MyDispense Community Pharmacy Simulator. Method: MyDispense was integrated into a P3 case study course. Students were assigned eight individual exercises to total before and five group exercises to total in CD121A assigned sections. Exercises covered common practice topics, including prescription fraud, emergency fills, and federal counseling requirements. Assignments were graded as correct, partially correct, or incorrect based on specific parameters. Additionally, styles in errors were recorded. Results: Initial data analysis show students completed more exercises correctly working in groups compared to individually. Numbers of students correctly completing individual exercises in one section ranged from 27%C90% (n=22) and 55%C100% for all those group-completed exercises (n=18). Common errors included providing incomplete or incorrect information on patient counseling and DEA record-keeping requirements and misinterpreting controlled material prescribing and dispensing regulations..Shrewsbury, em University or college of North Carolina at Chapel Hill /em . with BDNF DNA NPs and make them as a depot secreting neuroprotective factorsmimicking the BBBs natural function. Methods: DNA NPs were prepared using poly(ethyleneglycol)x-block-poly(aspartate diethyltriamine)y (PEG5K-DET48, where x and y denote molecular excess weight and the number of repeating models) as the polycation and Pluronic P84 (P84) as an excipient. hCMEC/D3 monolayers were used as an model of the human blood-brain barrier (BBB). We used Lucifer Yellow permeability assay to confirm tight junction (TJ) integrity in transfected cells and used an ATP assay to determine cell viability upon NP exposure. Results: We demonstrate that this observed increase in P84-induced transfection occurs with minimal (insignificant) perturbation of endothelial TJs (when comparing NP-transfected cells to untreated cells) and that the NPs are cyto-compatible. Implications: DNA NP transfection is usually a safe and effective strategy for delivery of therapeutics to an Valbenazine model of the human BBB. Maturation and Spatial Expression of Intestinal MCT1 in Obesity. Melanie Felmlee, Herman Gordon, Jeanne Frenzel, Dan Cernusca, Aimee Strang, Terri Warholak, Marion Slack, Sandipan Bhattacharjee, Nisaratana Sangasubana, Jill M. Augustine, C. Lea Bonner, Jason M. Brunner, Wesley Nuffer, Toral C. Patel, Megan E. Thompson, Gary E. DeLander, Lisa DuBrava, Mary Starry, em The University or college of Iowa. /em Objective: Learning portfolios enable pharmacy students to connect programmatic outcomes and related learning experiences to future practice as healthcare providers. Assessment programs need data to make decisions regarding curriculum quality and to maintain accreditation. Our goal was to create a portfolio that would meet the needs for learning improvement, curricular assessment, and accreditation. Methods: We designed a required, longitudinal, learning e-portfolio course. Students upload artifacts and reflect on how the corresponding learning experiences link to program outcomes and their own continuous professional development. Baseline and annual self-assessment ratings and guided reflections document progress toward end result attainment. Individualized formative opinions from a consistent pharmacist reviewer provides reinforcement of metacognitive skills. De-identified quantitative and qualitative data is usually shared with the Assessment Committee as well as others with the purpose of improvement. Results: 13% of required artifact reflections in the first two years of the course required revision with the highest need occurring in the fall semesters of each year (approximately 19%). The outcome requiring the largest percentage of revisions was Populace and Public Health; the Scholarship & Research end result required no revisions and Self-awareness required one. Self-assessment ratings toward attainment of PharmD Learning Outcomes showed annual increases from baseline and 12 months to 12 months. Faculty made improvements in designing learning experience/artifacts based on quantitative and qualitative information, with additional benefits possible for the collective curriculum. Conclusion: Though no one can dispute the value that learning e-portfolios bring to the student experience, consideration should be taken to maximize information available for overarching assessment and accreditation requires during the planning process. 2018 STUDENT POSTER COMPETITION A Novel Approach to Pharmacy Practice Legislation Training. Matthew Carl Deneff, em University or college of Connecticut /em , Lisa Holle, em University or college of Connecticut /em , Jill M. Fitzgerald, em University or college of Connecticut /em , Kathryn E. Wheeler, em University or college of Connecticut /em . Objectives: UConn School of Pharmacy students receive pharmacy legislation education in the second professional year, followed by a review course after graduation. UConn graduates Multistate Pharmacy Jurisprudence Examination scores have trended downward from 2009 to 2016, indicating need for additional and different preparation methods. This study was designed to determine the baseline gap in functional understanding of pharmacy practice laws through exercises with the MyDispense Community Pharmacy Simulator. Method: MyDispense was integrated into a P3 case study course. Students were assigned eight individual exercises to complete before and five group exercises to complete in assigned sections. Exercises covered common practice topics, including prescription fraud, emergency fills, and federal counseling requirements. Assignments were graded as correct, partially correct, or incorrect based on specific parameters. Additionally, trends in errors were recorded. Results: Initial data analysis show students completed more exercises correctly working in groups compared to individually. Numbers of students correctly completing individual exercises in one section ranged from 27%C90% (n=22) and 55%C100% for all group-completed exercises (n=18). Common errors included providing incomplete or incorrect information on patient counseling and DEA record-keeping requirements and misinterpreting controlled substance prescribing and dispensing regulations. Final data to be presented. Implications: A need for additional law education exists as shown by students functional knowledge following completion of formal didactic law education.Interestingly, Gnetin C showed more significant downregulation of ETS2 along with MTA1 compared to resveratrol and pterostilbene. lack side effects and abuse liability. Targeting Sirtuin 7 in BRCA-Deficient Breast and Ovarian Cancers. Raphael Franzini, Crystal Burkhardt, Sarah Shrader, Kalon Ludvigson, that DNA nanoparticle (NP) transfection of brain microvessel endothelial cells will result in secretion of BDNF protein, which will increase neuronal cell survival in an oxygen glucose deprivation stroke model. Our DNA NPs are not designed to cross the BBB per se and deliver cargo to the brain. Our strategy is to transfect the brain endothelial cells with BDNF DNA NPs and make them as a depot secreting neuroprotective factorsmimicking the BBBs natural function. Methods: DNA NPs were prepared using poly(ethyleneglycol)x-block-poly(aspartate diethyltriamine)y (PEG5K-DET48, where x and y denote molecular weight and the number of repeating units) as the polycation and Pluronic P84 (P84) as an excipient. hCMEC/D3 monolayers were used as an model of the human blood-brain barrier (BBB). We used Lucifer Yellow permeability assay to confirm tight junction (TJ) integrity in transfected cells and used an ATP assay to determine cell viability upon NP exposure. Results: We demonstrate that the observed increase in P84-induced transfection occurs with minimal (insignificant) perturbation of endothelial TJs (when comparing NP-transfected cells to untreated cells) and that the NPs are cyto-compatible. Implications: DNA NP transfection is a safe and effective strategy for delivery of therapeutics to an model of the human BBB. Maturation and Spatial Expression of Intestinal MCT1 in Obesity. Melanie Felmlee, Herman Gordon, Jeanne Frenzel, Dan Cernusca, Aimee Strang, Terri Warholak, Marion Slack, Sandipan Bhattacharjee, Nisaratana Sangasubana, Jill M. Augustine, C. Lea Bonner, Jason M. Brunner, Wesley Nuffer, Toral C. Patel, Megan E. Thompson, Gary E. DeLander, Lisa DuBrava, Mary Starry, em The University of Iowa. /em Objective: Learning portfolios enable pharmacy students to connect programmatic outcomes and related learning experiences to future practice as healthcare providers. Assessment programs need data to make decisions regarding curriculum quality and to maintain accreditation. Our goal was to create a portfolio that would meet the needs for learning improvement, curricular assessment, and accreditation. Methods: We designed a required, longitudinal, learning e-portfolio course. Students upload artifacts and reflect on how the corresponding learning experiences link to program outcomes and their own continuous professional development. Baseline and annual self-assessment ratings and guided reflections document progress toward outcome attainment. Individualized formative feedback from a consistent pharmacist reviewer provides reinforcement of metacognitive skills. De-identified quantitative and qualitative data is shared with the Assessment Committee and others with the purpose of improvement. Results: 13% of required artifact reflections in the first two years of the course required revision with the highest need occurring in the fall semesters of each year (approximately 19%). The outcome requiring the largest percentage of revisions was Population and Public Health; the Scholarship & Research outcome required no revisions and Self-awareness required one. Self-assessment ratings toward attainment of PharmD Learning Outcomes showed annual increases from baseline and year to year. Faculty made improvements in designing learning experience/artifacts based on quantitative and qualitative information, with Valbenazine additional benefits possible for the collective curriculum. Conclusion: Though no one can dispute the value that learning e-portfolios bring to the student experience, consideration should be taken to maximize information available for overarching assessment and accreditation demands during the planning process. 2018 College student POSTER COMPETITION A Novel Approach to Pharmacy Practice Regulation Teaching. Matthew Carl Deneff, em University or college of Connecticut /em , Lisa Holle, em University or college of Connecticut /em , Jill M. Fitzgerald, em University or college of Connecticut /em , Kathryn E. Wheeler, em University or college of Connecticut /em . Objectives: UConn School of Pharmacy college students receive pharmacy regulation education in the second professional year, followed by a review program after graduation. UConn graduates Multistate Pharmacy Jurisprudence Exam scores possess trended downward from 2009 to 2016, indicating need for additional and different preparation methods. This study was designed to determine the baseline space in functional understanding of pharmacy practice laws through exercises with the MyDispense Community Pharmacy Simulator. Method: MyDispense was integrated into a P3 case study program. Students were assigned eight individual exercises to total before and five group exercises to total in assigned sections. Exercises covered common practice topics, including prescription fraud, emergency fills, and federal counseling requirements. Projects were graded as right, partially right, or incorrect based on specific parameters. Additionally, styles in errors were recorded. Results: Initial data analysis display college students completed more exercises correctly working in groups compared to individually. Numbers of college students correctly completing individual exercises in one section ranged from 27%C90% (n=22) and 55%C100% for those group-completed exercises (n=18). Common errors included providing incomplete or incorrect info on patient counseling and DEA record-keeping requirements and misinterpreting controlled compound prescribing and dispensing regulations. Final data to be offered. Implications: A need for additional regulation education is present as.Cell surface analysis was performed using BD Accuri C6 In addition analyzer to measure surface expression of the stimulated DCs. Sarah Shrader, Kalon Ludvigson, that DNA nanoparticle (NP) transfection of mind microvessel endothelial cells will result in secretion of BDNF protein, which will increase neuronal cell survival in an oxygen glucose deprivation stroke model. Our DNA NPs are not designed to mix the BBB per se and deliver cargo to the brain. Our strategy is definitely to transfect the brain endothelial cells with BDNF DNA NPs and make them like a depot secreting neuroprotective factorsmimicking the BBBs natural function. Methods: DNA NPs were prepared using poly(ethyleneglycol)x-block-poly(aspartate diethyltriamine)y (PEG5K-DET48, where x and y denote molecular excess weight and the number of repeating devices) as the polycation and Pluronic P84 (P84) as an excipient. hCMEC/D3 monolayers were used as an model of the human being blood-brain barrier (BBB). We used Lucifer Yellow permeability assay to confirm limited junction (TJ) integrity in transfected cells and used an ATP assay to determine cell viability upon NP exposure. Results: We demonstrate the observed increase in P84-induced transfection happens with minimal (insignificant) perturbation of endothelial TJs (when comparing NP-transfected cells to untreated cells) and that the NPs are cyto-compatible. Implications: DNA NP transfection is definitely a safe and effective strategy for delivery of therapeutics to an model of the human being BBB. Maturation and Spatial Manifestation of Intestinal MCT1 in Obesity. Melanie Felmlee, Herman Gordon, Jeanne Frenzel, Dan Cernusca, Aimee Strang, Terri Warholak, Marion Slack, Sandipan Bhattacharjee, Nisaratana Sangasubana, Jill M. Augustine, C. Lea Bonner, Jason M. Brunner, Wesley Nuffer, Toral C. Patel, Megan E. Thompson, Gary E. DeLander, Lisa DuBrava, Mary Starry, em The University or college of Iowa. /em Objective: Learning portfolios enable pharmacy college students to connect programmatic results and related learning experiences to long term practice as healthcare providers. Assessment programs need data to make decisions concerning curriculum quality and to preserve accreditation. Our goal was to create a portfolio that would meet the needs for learning improvement, curricular assessment, and accreditation. Methods: We designed a required, longitudinal, learning e-portfolio program. College students upload artifacts and reflect on how the related learning experiences link to program outcomes and their own continuous professional development. Baseline and annual self-assessment ratings and guided reflections document progress toward end result attainment. Individualized formative opinions from a consistent pharmacist reviewer provides reinforcement of metacognitive skills. De-identified quantitative and qualitative data is usually shared with the Assessment Committee as well as others with the purpose of improvement. Results: 13% of required artifact reflections in the first two years of the course required revision with the highest need occurring in the fall semesters of each year (approximately 19%). The outcome requiring the largest percentage of revisions was Populace and Public Health; the Scholarship & Research end result required no revisions and Self-awareness required one. Self-assessment ratings toward attainment of PharmD Learning Outcomes showed annual increases from baseline and 12 months to 12 months. Faculty made improvements in designing learning experience/artifacts based on quantitative and qualitative information, with additional benefits possible for the collective curriculum. Conclusion: Though no one can dispute the value that learning e-portfolios bring to the student experience, consideration should be taken to maximize information available for overarching assessment and accreditation requires during the planning process. 2018 STUDENT POSTER COMPETITION A Novel Approach to Pharmacy Practice Legislation Training. Matthew Carl Deneff, em University or college of Connecticut /em , Lisa Holle, em University or college of Connecticut /em , Jill M. Fitzgerald, em University or college of Connecticut /em , Kathryn E. Wheeler, em University or college of Connecticut /em . Objectives: UConn School of Pharmacy students receive pharmacy legislation education in the second professional year, followed by a review course after graduation. UConn graduates Multistate Pharmacy Jurisprudence Examination scores have trended downward from 2009 to 2016, indicating need for additional and different preparation methods. This study was designed to determine the baseline space in functional understanding of pharmacy practice laws through exercises with the MyDispense Community Pharmacy.