study to understand strategies students currently use to identify approaches for supporting student needs and any gaps in wellness resources. Collaborative practice improves patient outcomes and is a needed student skill. An interprofessional education and collaborative practice (IPECP) program was developed using community pharmacies, clinics, and emergency departments. This study's purpose was to assess student pharmacists' team attitudes and skill development after the IPECP using team observed structured clinical encounters (TOSCEs). Nineteen pairs of fourth-year pharmacy and second-year physician assistant students practiced together in a community pharmacy (twodays) and clinic or emergency department (twodays). Selleck Piceatannol They completed TeamSTEPPS training and two team modules. Assessments included TOSCEs and pre/post attitude surveys. Students significantly increased all TOSCE domain skills with pre- to post-mean score (SD) of team communications 3.0 (0.5) to 4.1 (0.5), collaboration 2.8 (0.6) to 4.0 (0.5), roles and responsibilities 2.4 (0.4) to 3.8 (0.5), patient-centered care 2.8 (0.5) to 4.1 (0.6), conflict management 2.8 (0.5) to 4.1 (0.6), team functioning 2.7 (0.6) to 3.9 (0.6), and global performance 2.8 (0.6) to 4.0 (0.5). Afterwards, students reported positive attitudes about team-based patient care. All students stated the experience increased patient and healthcare professional communication skills and understanding of patient problems, and decreased errors. Most students (84%) agreed team care increased interventions compared to individually provided care. Most students (84%) thought the experience was worthwhile, and 68% agreed the IPECP program should be continued. This study supports that IPECP can be conducted in a community pharmacy and clinic or emergency department to improve student team skills as evidenced by documented team skills development during TOSCEs.This study supports that IPECP can be conducted in a community pharmacy and clinic or emergency department to improve student team skills as evidenced by documented team skills development during TOSCEs. The purpose of this study was to describe the development of a general medicine student workbook to standardize acute care inpatient fourth-year pharmacy rotations among faculty with varied pharmacy practice sites. Four faculty designed an advanced pharmacy practice experience (APPE) student workbook on general medicine topics consisting of short answer and multiple-choice questions to ensure standardization by exposing all students to the same topics. A pre- and posttest was administered on the first and last day of the five-week rotation block to evaluate the effects of the APPE workbook on student understanding of general medicine topics. A paired t-test was used to evaluate the significance of the difference in test scores. The average of the posttest exam was found to be significantly higher after the completion of the student workbook. The average grade on the pre-rotation 30-item exam was 22.8 (76.73%) and the post-rotation 30-item exam was 25.7 (86.26%), with a difference of 9.53% (P<.001, 95orkbook as a tool to teach various inpatient general medicine topics during the acute care APPE. There are few research articles that give college faculty insight into how pharmacy residency programs evaluate applicants, and there is no data to indicate how residency program directors (RPDs) view pharmacy residency elective courses when evaluating applicants' transcripts. This study sought to describe post-graduate year 1 (PGY1) RPD perceptions of pharmacy residency electives. An online, 8-item survey was distributed to 1335 PGY1 RPDs, identified through the American Society of Health-System Pharmacists Online Residency Directory. Two hundred thirty-two residency program directors participated in the survey. The majority of respondents (68.1%) stated that a residency elective would not change their perception of candidates, though 75.9% agreed that a residency elective is beneficial to the student and 53% responded that the elective would be beneficial to the residency program. Time management and research skills were the topics that were most often recommended to be included in such courses. Overall, responses were favorable toward pharmacy residency electives, though most stated completion of such a course would not change their assessment of candidates. These courses could be most beneficial if they include development in skills necessary for successful residency training.Overall, responses were favorable toward pharmacy residency electives, though most stated completion of such a course would not change their assessment of candidates. These courses could be most beneficial if they include development in skills necessary for successful residency training. Previous studies have demonstrated that even small pancreatic cancers are associated with poor survival. The role of facility type on survival in this setting is unknown. The National Cancer Database (NCDB) was utilized. Patients who underwent pancreatoduodenectomy for adenocarcinoma ≤ 2cm in Academic/Research Cancer Programs (ACPs) were compared to Non-Academic Cancer Programs (NACPs). A total of 4672 patients were identified. Surgery at ACPs was associated with a lower rate of positive margins (14% vs 17%,P<.0001) and a higher rate of lymphadenectomy ≥15 nodes (49.6% vs 36.3%,P<.0001). Over 75% of the ACPs facilities were high volume vs 25.5% among NACPs. There was no difference in the odds of delivering chemotherapy in the neoadjuvant or adjuvant setting between ACPs and NACPs. The median survival at ACPs was 29.4 months vs 25.7monthsat NACPs (Log-rank testP<.0001). ACPs were associated with improved survival, adjusted Hazard Ratio 0.88, 95%CI0.81-0.96. Pancreatoduodenectomy for small pancreatic cancers at ACPs is associated with improved survival compared to NACPs.Pancreatoduodenectomy for small pancreatic cancers at ACPs is associated with improved survival compared to NACPs.Invasive fungal diseases continue to cause substantial mortality in the enlarging immunocompromised population. It is fortunate that the field has moved past amphotericin B deoxycholate as the only available antifungal drug but despite new classes of antifungal agents both primary and secondary drug resistance in molds and yeasts abound. From the rise of multiple-drug-resistant Candida auris to the agrochemical selection of environmental azole-resistant Aspergillus fumigatus, it is and will be critical to understand antifungal drug resistance and both prevent and treat it with new strategies and agents.