Bill J Bowman, PhD, RPh

Associate Professor of Pharmaceutical Sciences


Midwestern University 
College of Pharmacy-Glendale
Department of Pharmaceutical Sciences
Glendale Hall 236-11
19555 N. 59th Avenue
Glendale, AZ 85308
Office: (623) 572-3593
e-mail: bbowma@midwestern.edu

EDUCATION

Doctor of Philosophy Pharmaceutics University of the Sciences in Philadelphia 2001
Bachelors of Science Pharmacy Philadelphia College of Pharmacy & Science 1995

RESEARCH SUMMARY

Research projects

Project I - Maximizing student learning within pharmaceutics courses: The importance of pharmaceutics-related concepts to the practice of pharmacy and the corresponding need to appropriately educate student pharmacists regarding these concepts has been well documented.  However, substantial debate still remains regarding how these concepts are best incorporated into contemporary PharmD curricula and best taught to current students, which has resulted in a wide variety of educational approaches being used with varying degrees of success.  To address this issue, the pharmaceutics faculties at the Midwestern University College of Pharmacy-Glendale (MWU-CPG) have recently attempted to improve the quality of their pharmaceutics-related courses.  This effort began with the redesign and assessment of the non-sterile products portion of MWU-CPG's pharmaceutics course sequence during the 2010-2013 academic terms.  This portion of the course sequence was specifically developed to facilitate the learning and retention of relevant pharmaceutics-related concepts and was assessed by evaluating both student performance and perceptions, both of which supported the quality of intended course design.  Current efforts are focused upon improving identified design weaknesses and enhancing the retention of compounding skills.

Project II - Developing the teaching knowledge, skills, and attitudes of student pharmacists: At MWU-CPG, pharmacy compounding is taught as part of our Pharmaceutics I & II courses, which include a total of seventeen 3-hr labs that take place throughout the 2nd & 3rd quarters of our PS1 year.  In 2010, I began recruiting second-year pharmacy students to serve as lab instructors for some of our pharmaceutics labs through the creation of an Introduction to Teaching and Learning elective course, which was designed to provide our students with an opportunity to develop their teaching knowledge, skills, and attitudes.  Since that time, the recruited students have not only hone their teaching attributes in an experiential fashion while serving as lab instructors, but have also participated in 1-hr weekly teaching and learning discussions that focus on a variety of broader educational topics and have completed a variety of reflection activities that include self-teaching evaluations and the development of their own teaching philosophies.  I have also recently assessed the perceptions of the students who have completed this elective course and these students have overwhelmingly found the experience to very beneficial to their development as educators as well as to their exploration of academia as a potential career.  Future efforts will focus upon an overall optimization of this experience.

Project III - Enhancing the professional development of pharmacy student leaders: Developing the leadership skills of student pharmacists is an essential role of academic pharmacy and a multitude of approaches have been utilized with varying degrees of success.  The faculty advisors for MWU-CPG's Chapter of the American Pharmacists Association - Academy of Student Pharmacists (APhA-ASP) have established a leadership development program for their chapter officers that is built around the concept of emotional intelligence.  Over the past three years, all of the chapter officers voluntarily participated within this program as they completed their leadership terms, which occurred over the second didactic year of MWU-CPG's accelerated, 3-year curriculum.  The overall emotional intelligence scores of the officers already completing the program increased with the largest increases being in their self-awareness and self-management scores.  Upon the conclusion of their leadership terms, these officers also completed an anonymous online survey, the results of which indicate that they perceive all of the program's activities as being very beneficial with their individual mentoring sessions being perceived as the most beneficial.  Future efforts will focus upon the expansion of this program to include all of MWU-CPG's student leaders.

Selected Publications

Bowman BJ and Raney EC. Pilot implementation of a formal leadership development strategy within a student chapter of an American pharmacy organization. Pharmacy Education, 16(1):84-87 (2016)

Bowman BJ, Jordan M, Rudinsky M, & Counts S. Students perceptions regarding the incorporation of a pharmacy compounding station within a professional skills OSCE. American Journal of Pharmaceutical Education, 78(5):Article 111, pg 37-38 (2014)  

Bowman BJ. Evaluation of student's perceptions regarding their development within an introduction to teaching and learning elective. American Journal of Pharmaceutical Education, 77(5):Article 109, pg 40 (2013)  

Aphaisuwan H & Bowman BJ. Evaluation of student's perceptions regarding their learning within a pharmaceutics course sequence. American Journal of Pharmaceutical Education, 77(5):Article 109, pg 40 (2013)