Tara D. Storjohann, Pharm.D, CGP, FASCP

Assistant Professor

Midwestern University
College of Pharmacy- Glendale
Department of Pharmacy Practice

Cholla Hall 211-9
19555 59th Ave.
Glendale, AZ 85308

Office: (623) 572-3540
e-mail: tstorj@midwestern.edu  



Doctor of Pharmacy (Awarded:  May 2001) Southwestern Oklahoma State University, Weatherford, Oklahoma  
PGY1 ASHP Accredited Residency in Geriatric Pharmacy Practice (July 2001 - June 2002) Arkansas Central Arkansas Veterans Healthcare System, Little Rock, Arkansas           


2012                             Fellow, American Society of Consultant Pharmacists (FASCP)  
2012                             Teacher of the Year, Nominee.  Midwestern University, College of Pharmacy-Glendale  
2011                             Certified Geriatric Pharmacist (CGP)
2004                             Selected as featured grant recipient for the 2003 American Pharmacists Association Annual Report.  The report highlighted the Incentive Grant Recipients for Practitioner Innovations in Pharmaceutical Care for 2003.   


I have been honored to have taken part in creating the curriculum for the Professional Skills Development (PSD) course from the first day of the first offering to class of 2011.  In October 2009 I became course coordinator for the second didactic year of this two year-long course sequence.  PSD 5, 6, 7, and 8 encompass a series of 40 hands-on workshops, followed by a capstone OSCE, in which the students utilize active learning to sharpen the skills necessary to become proficient pharmacists.  The overarching goal of the second-year of this course sequence is to synchronize the hands-on workshops in PSD to the didactic knowledge the students are currently learning in the Integrated Sequence (IS), Disease State Management, and Acute Care Management courses.  This is done to deepen the students' knowledge and understanding of the management of these common disease states.   



PPRA 1606:  Professional Skills Development VI, 1.5 credit hours, 150 students
Winter Quarter:  Required Workshop-Based Course Sequence
Midwestern University- Glendale


PPRA 1607:  Professional Skills Development VII, 1.5 credit hours, 150 students
Spring Quarter:  Required Workshop-Based Course Sequence 
Midwestern University- Glendale   

2010- present

PPRA 1708:  Professional Skills Development VIII, 1.5 credit hours, 150 students
Midwestern University- Glendale  

2010- present

PPRA 1605:  Professional Skills Development V, 1.5 credit hours, 150 students
Fall Quarter:  Required Workshop-Based Course Sequence
Midwestern University- Glendale   


Storjohann T, Raney E, Pogge E, Cauthon K.  Evaluation of peer-graded assignments in a skills-based course sequence.  Curr Pharm Teach Learn, 5 (4) (2013), pp. 283-287   This research was conducted based upon issues I encountered with patient care (i.e.: SOAP) note writing and faculty grading.  Our problems included increased faculty-workload, varying faculty expectations based on area of specialty, and the lag-time encountered between the active learning exercise and constructive feedback..   Given these challenges, I worked to create a valuable active-learning experience for this important skill. I introduced the SOAP note (later coined Comprehensive Medication Management Plan) Peer Grading Workshop in the Winter Quarter of 2009 in PSD 6. This workshop addressed several of the previously identified challenges and reduced the faculty-grading workload to fractions of what it would be without this method of assessment.  By holding a faculty-led peer grading workshop within days of the assignment, students were able to see instantly how they could improve their skills by interfacing with the subject matter expert (SME) in the session and understanding what is expected.  I discovered that there was an opportunity for research in the area of peer-grading.  My colleagues and I found no research that utilized our structured approach to peer-grading of SOAP notes and felt that we could contribute to the body of literature on this subject.  Our follow-up manuscript on this subject (in press) identifies our results after significant changes were made to the process upon obtaining the results from our first manuscript.   
Davis LE, Storjohann TD, Spiegel JJ, Beiber KM, Barletta JF.  The Effect of a High-Fidelity Simulation Technique versus Lecture to Improve Pharmacy Students' Knowledge and Confidence of Advanced Cardiac Life Support Training.  Am J Pharm Educ 2013; 77 (3) Article 59. This manuscript highlights the ACLS workshop in PSD 5 in which the high-fidelity simulators in Mesquite Hall are utilized.  This was the first time the college of pharmacy had used the simulators.  In this life-like workshop, students are exposed to a high-stress hospital-code environment in which a patient looses consciousness and goes into pre-ventricular tachycardia.  A group of 8 students act as a team of providers and work together to ensure that they following the appropriate steps to ensure an optimal outcome for the patient.  They are taught through direct instruction, modeling, and coaching to enhance their skills in this hands-on workshop. 
Storjohann TD, Emerson MR, Counts SJ. Implementation of Comprehensive, Capstone Objective Structured Clinical Exams in a Professional Skills Development Course Sequence.   American Association of Colleges of Pharmacy, Annual Meeting. Chicago, Illinois. July, 2013.    Counts SJ, Storjohann TD, Raney E, Emerson M.  Integrating Basic and Clinical Science Knowledge and Skills through Two Multi-year Course Sequences.  American Association of Colleges of Pharmacy Annual Meeting.  San Antonio, Texas. July, 2011    Counts SJ, Storjohann TD.  Professional Skills Development - The Journey to Creating a Skill Based Course Sequence. Arizona Pharmacist Alliance Annual meeting.  Phoenix, Arizona.  July, 2010   Through the process of developing this new and novel course sequence, I have found many opportunities for research. The above abstracts highlight the Professional Skills Development course sequence and disseminate the organization of this unique course.