Health Professions Training, Education, and Competency: 

Women’s Health in the Pharmacy School Curriculum 
 

This publication was produced by the U.S. Department of Health and Human Services (HHS), 

Health Resources and Services Administration (HRSA), Office of Women's Health (OWH), with 

the American Association of Colleges of Pharmacy under contract #02-0339P with support from 

HHS Office on Women’s Health, HHS National Institutes of Health, HHS Food and Drug 

Administration, and HHS Agency for Healthcare Research and Quality. 
 ii 

PREFACE 

In 1992, in the Congressional appropriations report for Fiscal Year (FY) 1993, the Senate and 

House requested that the National Institutes of Health (NIH), Office of Research on Women’s 

Health (ORWH), the Department of Health and Human Services (HHS) (formerly the Public 

Health Service) Office on Women’s Health (OWH), and the Health Resources and Services 

Administration (HRSA), Office of Women’s Health work together to describe the extent to 

which women’s health content is included in the medical curriculum. In 1993, in the FY 1994 

appropriations report, Congress broadened its concern to curricula of all health professionals. 

The Director of the ORWH; the HRSA Senior Advisor, Women’s Health; and program staff of 

the HRSA Bureau of Health Professions responded to these requests for assessments of curricula 

in health professions education, beginning first with medicine, to set a format and model 

instrument that could be used for other health professions. The result was the first of these 

reports, Women’s Health in the Medical Curriculum, Report of a Survey and Recommendations, 

published in 1996. This report was followed by the reports Women’s Health in the Dental School 

Curriculum, Report of a Survey and Recommendations, in 1999, and Women’s Health in the 

Baccalaureate Nursing School Curriculum: Report of a Survey and Recommendations, in 2001. 

Recognizing that pharmacists represent the third largest group of health professionals in the 

United States, the assessment was extended to pharmacy education. This report represents the 

culmination of the efforts of the American Association of Colleges of Pharmacy (AACP) and 

collaborating organizations [American Pharmacists Association (APhA), American College of 

Clinical Pharmacy (ACCP), the University of Illinois at Chicago (UIC) and the UIC/U.S. 

Department of Health and Human Services (HHS) Center of Excellence in Women’s Health, and 

the University of Arizona Center for Education and Research on Therapeutics (Arizona CERT)]. 

The work was supported by the Health Resources and Services Administration, the National 

Institutes of Health (NIH) Office of Research on Women’s Health, the Agency for Healthcare 

Research and Quality (AHRQ), the Food and Drug Administration (FDA), and the U.S. 

Department of Health and Human Services (HHS) Office on Women’s Health. 

Federal efforts to address specific women’s health issues, especially research on women’s health 

and women’s health care concerns, have continued to expand during the mid 1980s. Scientists, 

clinicians, and the public have become increasingly aware of the inequities in women’s health 

and the need to include adequate numbers of women as participants in clinical trials. More 

formal programs and policies have been developed since 1990. These efforts include the 

education of health professionals about the expanded concepts of women’s health across the 

lifespan, including sex and gender comparisons. New attention is being given to securing 

funding for specific women’s health concerns, overcoming the barriers to accessing health care 

services, and preparing and promoting women in senior health and scientific positions in the 

Nation’s public and private academic and health care institutions and organizations. 

Through collaboration among HRSA, NIH, the OWH, AACP, and other organizations, 

significant progress is being made toward expanding and enhancing the education of future 

health care professionals, including pharmacists, on the growing body of women’s health-related 

knowledge. This project has contributed valuable materials to support that education. To 

improve the health care of women, it is important that pharmacy students learn about women’s 

health issues, including sex and gender factors affecting health, wellness, and disease 
 iii 

manifestation and treatment across the female lifespan; the critical social and environmental 

factors impacting women’s health; emerging knowledge resulting from research on women’s 

health; and the importance of pharmacist-patient interactions to health and well-being of female 

patients. The developed materials will help pharmacy faculty address these issues in a threaded 

way throughout the pharmacy curriculum; in didactic and experiential courses, and across 

required and focused elective courses. 

This report provides information that can increase the awareness of policy makers and health 

professions educators about the full range of content and desired student outcomes needed for 

understanding of women’s health issues and optimal health care for female patients. The 

articulation of these content areas and student outcomes is an important first step in expanding 

and enhancing women’s health instruction of future pharmacists. Additionally, the compiled 

resources will advance the educational process further by providing access to quality materials to 

facilitate the integration of women’s health content across the curriculum. We trust this 

information and these materials will serve as a resource for institutions to consider, adapt, and 

integrate into their evolving curricula so they are able to optimize the ability of graduates to 

provide quality health care to women across their life span. 
 iv 

TABLE OF CONTENTS 

Executive Summary.........................................................................................................................1 

Introduction......................................................................................................................................5 

Curricular Resource Center..............................................................................................................7 

Web-based Review of Existing Curricula........................................................................................9

Development of a Curriculum Framework for Women’s Health Instruction..................................9 

Compiled Lists of Instructional Resources....................................................................................10

Dissemination Efforts ....................................................................................................................11 

Summary and Conclusions ............................................................................................................13 

References......................................................................................................................................15 

Appendix I: Participating Organizations.................................................................................16 

Appendix II: Women’s Health Project Steering Committee....................................................17 

Appendix III: Women’s Health Content Expert Panel ..............................................................18 

Appendix IV: U.S. Colleges and Schools of Pharmacy Recognized by the Accreditation 

Council for Pharmacy Education (August 2004)................................................19 

Appendix V: Women’s Health Courses and Content at U.S. Pharmacy Colleges and 

Schools................................................................................................................24 

Appendix VI: Gender and Sex-Related Health Care Pharmacy Curriculum Guide..................30 

Appendix VII: Compiled List of Instructional Resources Available from Federal 

Co-Sponsors........................................................................................................39 

Appendix VIII: Sample Letter Sent to Program Directors and Principal Investigators 

Associated with Key Federally-funded Women’s Health Initiatives .................49 
 1 

EXECUTIVE SUMMARY 

There has been a growing recognition of similarities and differences by sex and gender in disease 

rates, symptoms, and the outcomes of therapeutic interventions. In this context, the term sex

refers to “the classification of living things, generally as male or female, according to their 

reproductive organs and functions assigned by their biological make-up. Gender refers to a 

person’s self-representation as male or female, or how society responds to that person based on 

the individual’s gender presentation.”1 There has also been increased recognition that the field of 

women’s health extends beyond reproductive years and that sex and gender issues are relevant 

across the lifespan and across many diseases and conditions. While research continues to 

document these differences and uncover the bases for such differences, health professions 

education programs have been slow to incorporate these new understandings into the curriculum. 

In May 2004, the American Association of Colleges of Pharmacy (AACP) reviewed and revised 

its Center for the Advancement of Pharmaceutical Education (CAPE) Educational Outcomes.

2 

The 2004 CAPE Educational Outcomes describe the desired terminal outcomes of a pharmacy 

curriculum. Educational Outcomes 2004 is an organizing framework to facilitate the integration 

of general abilities; legal, ethical, social, economic, and professional issues; emerging 

technologies; and evolving pharmaceutical, biomedical, sociobehavioral, and clinical sciences 

across the major practice functions of patient-centered and population-based pharmaceutical 

care; systems management; and health promotion, disease prevention, and public health. The 

framework provides structure and guidance for curriculum development by including emerging 

components of contemporary pharmacy practice and setting expectations for interprofessional 

collaboration, scientific grounding, evidence-based practice, appropriate use of technology, and 

integration of fundamental general abilities in thinking, communication, ethics, social and 

contextual awareness, social responsibility, social interaction, professionalism, and life-long 

learning into professional contexts. 

Women’s health issues provide an important and relevant context and imperative for the 

development of pharmacists’ abilities across the CAPE Educational Outcomes. The expanding 

research agenda and understanding of women’s health issues, such as differences between males 

and females in disease manifestation, drug response, and the clinical, social and other factors 

impacting health across female lifespan stages, when incorporated into the education and training 

of pharmacists, strengthens the scientific and clinical knowledge base that underpins their 

clinical decision making. In contemporary health care settings, especially in the community, 

pharmacists are increasingly engaged in health promotion, disease prevention, and public health 

initiatives. To prepare future pharmacy practitioners capable of meeting the needs of society and 

female patients, the pharmacy curriculum must reflect a lifespan approach to women’s health, 

integrated across the entirety of the curriculum. 

This project was built on the analyses and recommendations relative to the inclusion of women’s 

health-related content and outcomes in the medical, dental, and nursing education programs.3,4,5 

It involved the analysis of the current status of women’s health issues within the professional 

degree program in pharmacy, including content and instructional delivery format, and was 

intended to serve the Health Resources and Services Administration, along with the National 

Institutes of Health (NIH) Office of Research on Women’s Health, the Agency for Healthcare 
 2 

Research and Quality (AHRQ), the Food and Drug Administration (FDA), and the U.S. 

Department of Health and Human Services (HHS) Office on Women’s Health in their efforts to 

document women’s health content in educational programs across the health professions. Using 

the results of a Web-based review of current curricular offerings at U.S. colleges and schools of 

pharmacy and input from content experts, a framework for a curriculum in women’s health was 

outlined to guide the incorporation of instruction into and throughout the pharmacy degree 

program. 

Project Approach and Methods 

At initiation of the project, an explicit decision was made to not duplicate the methods used in 

the previous studies of women’s health instruction in health professions education programs.It 

was agreed that a detailed survey of U.S. colleges and schools of pharmacy regarding the extent 

to which women’s health related content was included within the pharmacy curriculum would 

not yield information not already generally known. It was decided to conduct a more simple 

analysis of course and curriculum descriptions available on the Web sites of the colleges and 

schools of pharmacy, learn from the recommendations included in the medicine, dentistry, and 

nursing reports, and focus the project efforts and resources on the development of materials that 

would facilitate the expansion and enhancement of women’s health instruction within pharmacy 

education. 

Beginning in 1999 and prior to the beginning of the funding period for the project, 

representatives of the American Association of Colleges of Pharmacy (AACP), the American 

Pharmacists Association (APhA), the American College of Clinical Pharmacy (ACCP), the 

University of Illinois at Chicago (UIC) and the UIC/U.S. Department of Health and Human 

Services (HHS) Center of Excellence in Women’s Health, and the University of Arizona Center 

for Education and Research on Therapeutics (Arizona CERT) participated in planning 

discussions and completed preliminary steps toward achieving the project outcomes. The project 

participants, with primary input from faculty members in the University of Illinois College of 

Pharmacy and those associated with the UIC/HHS Center for Excellence in Women’s Health, 

prepared a draft outline of content areas that may serve as a core curriculum in women’s health 

in pharmacy education. Feedback for the project was obtained from participants at the AACP 

Women Faculty Special Interest Group (SIG) luncheon and meeting in July 2001. Participants 

were asked to review the draft curriculum outline and provide information on the current status 

of women’s health instruction at their own institutions. An online review of the draft curriculum 

framework was activated in August 2002. 

Findings 

The principal finding of the analysis of Web-based information and curricular descriptions was 

that women’s health instruction was specifically mentioned (in fall 2004) by just under 40 

percent (n=34) of the 89 U.S. colleges and schools of pharmacy. At those institutions, some of 

which have multiple courses with women’s health content, 48 courses were identified: 21 

didactic elective courses dedicated to women’s health issues, two elective experiential courses 

dedicated to women’s health; 3 didactic electives in which women’s health was one of a broad 

array of component content areas; and 22 required courses in which women’s health content was 

incorporated. Among those 22 required courses, 18 were courses in pharmacotherapeutics; 
 3 

two were pharmacokinetics/dose optimization courses; one was a pharmacy practice course, and 

one was a first-year orientation course on practice trends. Given the variability across colleges 

and schools in how course descriptions are worded and the level of detail provided, it is likely 

that women’s health issues are included, at the very least, in the pharmacotherapeutics courses in 

more colleges and schools than identified in this review. 

Input from interested faculty members, the project Steering Committee, and Content Expert 

Panel led to the following guiding principles for the development of the project resources: 

• The curriculum framework should be comprehensive, organized across and by lifespan stages, 

and be outcome-based. 

• Resource materials and other guidance documents should be as flexible in design as possible 

to allow use by multiple institutions and to facilitate integration of the content into existing 

courses to the greatest extent possible, rather than suggesting the addition of new focused 

required or elective courses. 

• Materials should be Web-accessible. 

Resources 

To facilitate the expansion and enhancement of women’s health instruction within pharmacy 

education, the following resources were developed as components of this project: 

• Overall design/concept for a Web-based Curricular Resource Center (CRC). Many 

pharmacy educators, as well as others (e.g., practitioners, consultants, corporations) who 

provide professional education/development materials, currently use the Internet, university, 

and/or personal Web sites for hosting and delivering courses and the related resources to 

enhance their teaching. The AACP CRC provides a single point of access for curricular 

materials available on a variety of topics and from various sources. 

• Curriculum Framework. A framework for a curriculum in women’s health was outlined to 

guide the integration of women’s health issues into the pharmacy curriculum. The framework 

includes an overview section on sex and gender factors, and outlines content areas and 

desired student outcomes organized by lifespan stages, including infancy through 

reproductive years; reproductive age (including pregnancy and lactation); and climacteric, 

menopause, and post-menopausal women. The curriculum guide is included as Appendix VI. 

• List of Instructional Resources Available from Federal Co-sponsors of the Women’s 

Health Project. For each Federal office, information is organized as follows: 

• Name of Agency; 

• Office of Women’s Health (Yes/No); 

• One to two sentence description of vision, mission, and or focus of the agency/office; 

• Web site URL for office of women’s health (if applicable); 

• Key programs and initiatives related to women’s health (includes URLs if information is 

available on the Web); 

• Grant programs available through the agency/office related to women’s health research 

and/or instruction (includes URLs if information is available on the Web); 
 4 

• Fact sheets or other information summaries related to women’s health (includes URLs if 

information is available on the Web); 

• List of publications (examples of recent publications available to the public); and 

• Additional information (telephone number or URL to access additional publications, 

information). 
 5 

INTRODUCTION 

In recent years, there has been a growing recognition of similarities and differences by sex and 

gender in disease rates, symptoms, and the outcomes of therapeutic interventions. In this context, 

the term sex refers to “the classification of living things, generally as male or female, according 

to their reproductive organs and functions assigned by their biological make-up. Gender refers to 

a person’s self-representation as male or female or how society responds to that person based on 

the individual’s gender presentation.”1 There has also been increased recognition that the field of 

women’s health extends beyond reproductive years and that sex and gender issues are relevant 

across the lifespan and across many diseases and conditions. While research continues to 

document these differences and uncover the bases for such differences, health professions 

education programs have been slow to incorporate these new understandings into the curriculum. 

Three projects were completed in the late 1990s and early 2000s to document the extent to which 

women’s health issues are addressed in the education and training of physicians, dentists, and 

nurses. The first of these reports, Women’s Health in the Medical School Curriculum: Report of 

a Survey and Recommendations, was issued in 1996. The report documented the then current 

state of women’s health instruction in the medical curriculum (allopathic and osteopathic), 

recommended core components that a women’s health curriculum in medicine should comprise, 

presented several strategies for implementing a women’s health curriculum in medical education, 

and recommended a model women’s health curriculum with 11 core content areas.3

The report specific to the education and training of dentists, Women’s Health in the Dental 

School Curriculum: Report of a Survey and Recommendations, was issued in 1999. The report 

reviewed the results of a survey conducted to determine the status of women’s health and oral 

health issues in the dental school curriculum, as well as the format (required or elective; 

instructional strategies; and assessment methods) of such instruction. Additionally, the report 

included 12 recommendations for the integration of women’s health issues into the dental 

curriculum.4 

Issued in 2001, Women’s Health in the Baccalaureate Nursing School Curriculum: Report of a 

Survey and Recommendations, duplicated the processes used in medicine and dentistry and 

applied them to the baccalaureate nursing curriculum. The report noted that “despite a heavy 

emphasis on women’s health issues in the baccalaureate nursing curriculum, there are areas for 

improvement.” Fifteen recommendations were forwarded toward advancing women’s health in 

nursing education.5

Pharmacists represent the third largest group of health professionals in the United States, with 

approximately 223,000 active pharmacists in 2004.6

 Any effort to increase the use of preventive 

services and improve women’s health status must be interprofessional in nature and include 

pharmacy as one of the targeted health professions. The time is appropriate to examine the extent 

to which women’s health issues are included in the pharmacy curriculum, facilitate the expansion 

and enhancement of women’s health instruction in pharmacy education with a curriculum 

framework that organizes recommended required and elective content into modules, and 

facilitate the expansion and enhancement of women’s health instruction in health professions 

education. 
 6 

This project involved the analysis of the current status of women’s health issues within the 

professional degree program in pharmacy, including content and instructional delivery format, 

and was intended to serve the Health Resources and Services Administration (HRSA), along 

with the National Institutes of Health (NIH) Office of Research on Women’s Health, the Agency 

for Healthcare Research and Quality (AHRQ), the Food and Drug Administration (FDA), and 

the U.S. Department of Health and Human Services (HHS) Office on Women’s Health in their 

efforts to document women’s health content in educational programs across the health 

professions. Using the results of the analysis, a framework for a curriculum in women’s health 

was outlined to guide the integration of women’s health issues into the pharmacy curriculum. 

Beginning in 1999, representatives of the American Association of Colleges of Pharmacy 

(AACP), the American Pharmacists Association (APhA), the American College of Clinical 

Pharmacy (ACCP), and the University of Illinois at Chicago and the UIC/U.S. Department of 

Health and Human Services (HHS) Center of Excellence in Women’s Health, and the University 

of Arizona Center for Education and Research on Therapeutics (Arizona CERT) participated in 

planning discussions and completed preliminary steps toward achieving the project outcomes. 

Detailed information about each of the participating organizations is included in Appendix I. 

Representatives from the participating organizations (AACP, APhA, ACCP, University of 

Illinois at Chicago, Arizona CERT) and key staff from the American Association of Medical 

Colleges (AAMC), the American Dental Education Association (ADEA), and the American 

Association of Colleges of Nursing (AACN) involved in the conduct of the similar projects in 

those professions were invited to serve on the project Steering Committee formed to provide 

input into the conduct of the project and consider broader project implications for and 

implementation with other health care professions. Members of the project Steering Committee 

and their organizational affiliations are listed in Appendix II. 

A Content Expert Panel consisting of content experts from pharmacy education (identified 

through AACP and the ACCP Women’s Health Practice Research Network) and staff from the 

various Federal co-sponsors of the project with content expertise was convened to guide the 

analysis of the information gathered regarding the current status of instruction in women’s health 

in the pharmacy curriculum and to revise the draft curriculum framework. Members of the 

Content Expert Panel and their organizational affiliations are listed in Appendix III. Over the 

course of the project, the Content Expert Panel was tasked to: 

• Review the draft curriculum framework; suggest needed modifications to the content and/or 

organization of the framework; and comment on the extent to which the abilities and content 

in the framework are included within the curriculum at their institutions. 

• Review the list of information sources and resources; indicate which, if any, they have used 

to provide instruction for professional degree students; and identify additional sources and 

instructional materials not listed that they use or that are used at their institutions to provide 

instruction in women’s health for professional degree students. 
 7 

CURRICULAR RESOURCE CENTER 

Knowledge and information related to pharmacy practice, patient care, and the biomedical 

sciences is expanding rapidly. Not only are new areas of science and practice emerging, but the 

depth of specialization required to effectively teach and conduct research across the breadth of 

subjects touching the contemporary practice of pharmacy challenges the resources of the typical 

college or school of pharmacy. AACP has developed a Curricular Resource Center (CRC) as a 

solution to expand educators’ access to evidence-based materials on timely and relevant topics. 

Such materials are appropriate for incorporation into required and elective coursework in 

professional doctoral degree programs, as well as in postgraduate programs for pharmacists and 

other health professionals. 

The accessibility and versatility of Web-based information lends itself to this resource center. 

Many pharmacy educators, as well as others (e.g., practitioners, consultants, corporations) who 

provide professional education and development materials, currently use the Internet, university, 

and personal Web sites for hosting and delivering courses and related resources to enhance their 

teaching. The AACP CRC provides a single point of access for curricular materials available on 

a variety of topics and from various sources. Each electronic folder is devoted to a particular 

topic (e.g., women’s health, pharmacogenomics, patient safety, managed care, geriatrics, social 

and administrative sciences). The materials associated with any given topic vary in design and 

delivery medium and may include sets of lecture outlines and notes, video and audio clips, case 

studies, laboratory exercises, simulations, and assessment strategies and instruments. 

Technology Consultant Mark Hollander of MH+CO was engaged to provide input into platform 

decision making and to outline a framework for the development of instructional resources. 

Through a series of telephone conferences and on-site meetings with the project staff, the 

technology consultant identified various technology and organization solutions to produce and 

deliver the curriculum framework and instructional resources. After comparing 11 possible 

platforms and vendors, Mr. Hollander recommended a delivery and distribution platform for the 

developed instructional resources, because of the relatively low initial costs, a simple fee 

structure, the strength of the company; the number of universities already using 

a platform, and the ease of use for course developers. AACP staff user accounts were established 

for further study and testing. 

Project staff registered with this vendor to establish a prototype module. Resources were drawn 

from existing sites and courses at colleges and schools of pharmacy to develop an example of 

how such materials might be integrated into a Web-based system organized within the platform 

format. 

The analysis of available delivery technologies and formats was valuable in informing the 

subsequent development of the instructional resources in women’s health as part of this project. 

However, the estimated costs of maintaining a client-vendor relationship could be prohibitive. 

AACP had recently completed a Web site upgrade and redesign and the decision was made to 

build the Curricular Resource Center within the infrastructure and capabilities of the AACP Web 

site. 
 8 

Christopher Cullander, Assistant Dean, School of Pharmacy, University of California-San 

Francisco, was engaged to provide AACP staff with the perspectives of a faculty member and 

potential user of Web-based instructional resources and to assist AACP staff in: 

• Defining the larger infrastructure of a curricular resources center under which the Women’s 

Health curricular resources would fall; and 

• Describing conceptually how access to newly developed resources, existing facultydeveloped resources, and resources available from other organizations (Federal agencies, 

professional organizations, commercial vendors) may be integrated and provided. 

Dr. Cullander confirmed that there was an increasing use of digital media (e.g., video clips, 

animations, audio files, images, diagrams, graphics, as well as text resources such as case 

studies, laboratory exercises, and classroom demonstrations) by faculty in the design and 

delivery of instruction; use of online course management systems; and publication and 

deposition of instructional materials online. He identified the following problems with the 

current status of Web-based instructional materials: 

• Quality is inconsistent across resources; 

• Resources are available in varying formats and delivery vehicles; 

• Electronic links to resources change over time; and 

• There is much duplication of effort in resource development and duplicative resources 

available in some content areas (e.g., histology resources). 

Potential advantages in the curricular resource center approach for shared resources were 

identified as: 

• Reduction in overall instructional costs; 

• Savings in faculty time spent in designing instruction; and 

• Improvement in quality of instructional materials and education provided. 

Goals for the Curricular Resource Center were suggested: 

• Provide access to instructional resources online; 

• Promote sharing of resources; including mechanisms to encourage faculty to create and use 

such resources; 

• Maintain standards for interoperability and efficient access to resources; and 

• Build a scaleable, sustainable infrastructure. 

The Curricular Resource Center is accessible at: 

http://www.aacp.org/site/page.asp?TrackID=&VID=1&CID=1037&DID=6098 (accessed May 

15, 2005). 
 9 

WEB-BASED REVIEW OF EXISTING CURRICULA

An initial review of Web-based information from colleges and schools of pharmacy relative to 

instruction and/or research in women’s health was completed in November/December 2002. 

Descriptions of elective courses focused exclusively on women’s health were obtained from 21 

colleges and schools of pharmacy. Specific mention of women’s health issues within 

descriptions of required courses were found for six programs, most frequently within the 

pathophysiology and/or pharmacotherapeutics sequence. One college of pharmacy (University of 

Kentucky) was involved in an extensive women’s health curriculum development project across 

several health professions funded by the U.S. Department of Education Fund for the 

Improvement of Postsecondary Education. Descriptions of two continuing education 

conferences for health care professionals in which a college or school of pharmacy functioned as 

a convener or co-convener were identified. Several colleges and schools of pharmacy have 

faculty members that list women’s health as an area of research activity and interest. In 2002, of 

the 13 National Centers of Excellence in Women’s Health (a program in the U.S. Department of 

Health and Human Services, Office on Women’s Health), six were on campuses that have 

colleges or schools of pharmacy. 

In August 2004, a second Web-based review of each college and school of pharmacy’s 

curriculum was conducted in order to determine any change in the extent of coverage of genderrelated health topics. The 89 colleges and schools of pharmacy recognized by the Accreditation 

Council for Pharmacy Education (ACPE) in August 2004 are listed in Appendix IV. The method 

used involved browsing the college or school home page first, followed by a search for course 

catalog descriptions or course schedules, and scan for stand-alone courses on women’s health 

and specific mentions of women’s health issues/topics within broader courses. The principal 

finding of the analysis of Web-based information and curricular descriptions was that women’s 

health instruction was specifically mentioned by just under 40 percent (n=34) of the 89 U.S. 

colleges and schools of pharmacy. At those institutions, some of which have multiple courses 

with women’s health content, 48 courses were identified: 21 didactic elective courses dedicated 

to women’s health issues, two elective experiential courses dedicated to women’s health; 3 

didactic electives in which women’s health was one of a broad array of component content areas; 

and 22 required courses in which women’s health content was incorporated. Among those 22 

required courses, 18 were courses in pharmacotherapeutics; two were pharmacokinetics/dose 

optimization courses; one was a pharmacy practice course; and one was a first-year orientation 

course on practice trends. Appendix V lists the courses and content identified in the Web-based 

review of curricula. Given the variability across colleges and schools in how course descriptions 

are worded and the level of detail provided, it is likely that women’s health issues are included, 

at the very least, in the pharmacotherapeutics courses in more colleges and schools than 

identified in this review. 

DEVELOPMENT OF A CURRICULUM FRAMEWORK 

FOR WOMEN’S HEALTH INSTRUCTION

The project participants, with primary input from faculty members in the University of Illinois 

College of Pharmacy and those associated with the UIC/HHS Center for Excellence in Women’s 

Health, prepared a draft outline of content areas that might serve as a core curriculum in 
 10 

women’s health in pharmacy education. Feedback for the project was obtained from participants 

at the AACP Women Faculty Special Interest Group (SIG) luncheon and meeting in July 2001. 

Participants were asked to review the draft curriculum outline and provide information on the 

current status of women’s health instruction at their own institutions. An online review of the 

draft curriculum framework was activated in August 2002. 

Two responses were received as a result of an online review of the draft curriculum framework 

in August 2002. Feedback on the curriculum framework from representatives of the Federal 

sponsors of the project was obtained through personal interviews conducted by Michiyo 

Yamazaki, FDA Office of Women’s Health Intern. A reformatted curriculum framework that 

included the Federal partner suggestions was prepared for review by the project Steering 

Committee and Content Expert Panel for finalization. 

During the second quarter of the project, project staff continued to welcome and seek individual 

and group (Steering Committee and Content Expert Panel) review and input into the evolving 

curriculum framework. Dr. Shareen El-Ibiary, Clinical Assistant Professor, School of Pharmacy, 

University of California, San Francisco, expressed interest in the project and agreed to review the 

draft curriculum framework and provide feedback on its content and structure. 

A framework for a curriculum in women’s health was outlined to guide the integration of 

women’s health issues into the pharmacy curriculum. The framework includes a section on sex 

and gender factors, and outlines content areas and desired student outcome abilities organized by 

lifespan stages. The complete curriculum framework is included as Appendix VI. 

COMPILED LISTS OF INSTRUCTIONAL RESOURCES 

Project staff conducted an initial review the Web sites of project sponsors (HRSA, NIH, FDA, 

AHRQ) and professional organizations and societies (American Pharmacists Association, 

American College of Clinical Pharmacy, Society for Women’s Health Research, etc.) to identify 

and list existing resources to support instruction in women’s health. In early October 2003, 

project staff met with Federal co-sponsors to discuss revision of the draft list of existing resources. 

The goals of the meeting were to develop a resource list that better serves pharmacy faculty and 

informs them of women's health-related publications available from the Federal agencies. From 

the meeting, an organizing format for resource descriptions was developed and included the 

following components: 

• Name of Agency; 

• Office of Women’s Health (Yes/No); 

• One to two sentence description of vision, mission, and or focus of the agency/office; 

• Web site URL for office of women’s health (if applicable); 

• Key programs and initiatives related to women’s health (includes URLs if information is 

available on the Web); 

• Grant programs available through the agency/office related to women’s health research 

and/or instruction (includes URLs if information is available on the Web); 

• Fact sheets or other information summaries related to women’s health (includes URLs if 

information is available on the Web); 

• List of publications (examples of recent publications available to the public); and 
 11 

• Additional information (telephone number or URL to access additional publications and 

information). 

Following development of an organized format for the resource descriptions, staff at the various 

Federal offices and agencies finalized their materials accordingly. The list of women’s healthrelated publications, initiatives, contact information, and grant and funding opportunities available 

from the Federal women’s health offices was compiled. The Compiled List of Instructional 

Materials Available from Federal Co-Sponsors, updated in August 2005, is available online in 

the AACP Curricular Resource Center at: 

http://www.aacp.org/Docs/AACPFunctions/Governance/5853_CompiledresourcelistforWeb.pdf

(accessed August 15, 2005) and is included as Appendix VII. 

DISSEMINATION EFFORTS 

On June 18, 2004, a conference call was held among AACP staff (Susan Meyer, Erin McSherry, 

Norida Torriente) and Federal partners for the project to introduce a new director of 

communications at AACP, Norida Torriente, who would be participating in the project as it 

related to AACP’s larger communications strategies and goals, to provide a project update, and 

to begin a discussion on planning the public release of materials at the project’s completion. The 

call was also intended to gather guidelines for the release of a federally-funded project, in terms 

of any specific language and procedure required. As a result of the discussion, it was decided to 

focus dissemination efforts on the intended users of the developed curriculum framework and 

compiled resources, primarily faculty at colleges and schools of pharmacy. A variety of strategies 

and formats have been used to disseminate the work of the project, including: 

• Lucinda L. Maine, Ph.D., AACP Executive Vice President, presented an update on the Health 

Professions Training, Education, and Competency: Women’s Health in the Pharmacy School 

Curriculum project at the FIP (International Pharmaceutical Federation) Academic symposium 

on “Incorporating Gender Analysis of Medications into Pharmacy Education,” September 8, 

2003, in Sydney, Australia. 

• Following posting of completed materials to the Web site, a description of the project and an 

announcement to the AACP membership of the availability of the curriculum framework and 

the resource list was included in the April 2004 issue of the AACP News. 

• A project description, along with descriptions of and links to the curriculum framework and 

resource list, was sent to members of the following groups: 

• Principal Investigators/Program Directors: Building Interdisciplinary Research Careers in 

Women’s Health (BIRCWH; BIRCWH II); 

• Program Directors: National Centers of Excellence in Women’s Health; 

• Program Directors: National Community Centers of Excellence in Women’s Health; and 

• Principal Investigators/Program Directors: Specialized Centers of Research (ORWH 

SCOR). 

A sample letter is included as Appendix VIII. 
 12 

• A 90-minute special session on the Women’s Health project was presented on Tuesday, July 

13, 2004, during AACP’s Annual Meeting in Salt Lake City, Utah, to share the results of the 

analysis of the extent to which women’s health issues are included within the pharmacy 

curriculum; raise awareness of women’s health issues and the need for pharmacists to be 

educated about those issues; promote the integration of women’s health in pharmacy 

education; and promote the use of the curriculum framework and Federal resources. The 

session description read as follows: 

A curricular framework for the inclusion of sex- and gender-related health issues in 

pharmacy and other health professions education programs will be introduced. This 

Federally-funded program (through HRSA) has also supported the development of a 

curricular resources sharing system as part of www.aacp.org that will be expanded to 

include resources in a wide array of content areas in support of faculty in their education 

roles. Presenters will share the results of an analysis of the extent to which women’s 

health issues are included within the pharmacy curriculum; discuss opportunities to 

integrate women’s health issues into pharmacy education, clinical services, community 

outreach, and research; and promote the use of the curriculum framework and Federal 

resources to facilitate instruction in women’s health. 

Susan Meyer (project director) gave an introduction and overview of the project, followed by 

a presentation by Erin McSherry (project staff) on the process for accessing the curriculum 

framework and resource list. Janet McCombs, Pharm.D., of the Content Expert Panel and the 

University of Georgia, spoke about her experience with women’s health as part of the 

pharmacy curriculum at her institution. Rosalie Sagraves, Pharm.D., a member of the project 

Steering Committee and Dean of the College of Pharmacy at the University of IllinoisChicago, contributed a presentation on interprofessional research, clinical service, community 

outreach and education, and professional development initiatives at UIC within the National 

Center of Excellence in Women’s Health. 

• A 90-minute special session was held during the AACP annual meeting in July 2005, in 

which the results of the Women’s Health in the Pharmacy Curriculum Project were 

presented. The session description is as follows: 

A curricular framework for the inclusion of sex- and gender-related health issues in 

pharmacy and other health professions education programs will be introduced. This 

Federally-funded project (through HRSA) has also supported the development of a 

curricular resources sharing system on the AACP Web site that has been expanded to 

include resources in a wide array of content areas in support of faculty in their education 

roles. 

Speakers included project director Susan M. Meyer, Ph.D. and Content Expert Panel 

members Damary Castanheira Torres, Pharm.D. (St. John’s), Shareen Y. El-Ibiary, Pharm.D. 

(University of California at San Francisco), and Laura Hansen, Pharm.D. (University of 

Colorado). 
 13 

SUMMARY AND CONCLUSIONS 

Following the completion of the previous work on women’s health curricular content in medical, 

dental, and nursing programs, this pharmacy-specific project was designed to examine the extent 

to which women’s health issues are included in the pharmacy curriculum, facilitate the expansion 

and enhancement of women’s health instruction in pharmacy education with a curriculum 

framework that organizes recommended required and elective content into modules, and 

facilitate the expansion and enhancement of women’s health instruction in health professions 

education. The examination of the extent to which women’s health issues are included in the 

curriculum was a similar aim across each of the profession-specific projects, although the 

methods for gathering the information and conducting the analysis differed across projects. A 

review of Web-based curricular information and course descriptions at the U.S. colleges and 

schools of pharmacy found that at least 34 colleges and schools (40 percent of the 89 U.S. 

colleges and schools of pharmacy) include instruction specific to women’s health issues within 

the curriculum. It is possible that the methods used to identify women’s health content at 

colleges and schools of pharmacy failed to identify the true extent to which the content is 

included because of the variability in the level of detail and presentation format for Web-based 

course content descriptions across colleges and schools of pharmacy. 

The project in pharmacy was also similar in nature to the other projects in that a recommended 

content outline for colleges and schools to use in designing and implementing instruction in 

women’s health was developed. The pharmacy project however, expanded this resource so that it 

might serve as framework or guide for curriculum development (content; instructional process 

and strategies; and assessment methods) through the inclusion of not only content areas 

organized across the life span, but also desired student outcome abilities within each of the 

content areas. 

The project in pharmacy differed significantly from the other projects in that a process for 

developing recommendations for the advancement of women’s health in the profession of 

pharmacy, for follow-up activities by academic pharmacy, or for future activities of Federal 

agencies was not included. Rather, the intent of the project was to expand and enhance women’s 

health instruction across pharmacy programs by facilitating awareness of and access to resources 

available from the Federal co-sponsors of the project. Based on input from interested faculty 

members, the project Steering Committee, and members of the Content Expert Panel 

participating in the project, the following principles were developed to guide the development of 

the instructional materials and resources: 

• The curriculum framework should be comprehensive, organized across and by lifespan 

stages, and be “outcome-based.” 

• Resource materials and other guidance documents should be a flexible in design as possible 

to allow use by multiple institutions and to facilitate integration of the content into existing 

courses to greatest extent possible, rather than suggesting the addition of new focused 

required or elective courses. 

• Materials should be Web-accessible. 

The Web-based AACP Curricular Resource Center is structured to provide access to the 

resources, including the curriculum guide and the lists of resources available from Federal 
 14 

agencies. Located at on the AACP Web site at 

http://www.aacp.org/site/page.asp?TrackID=&VID=1&CID=1037&DID=6098, the Curricular 

Resource Center also houses, or provides links to, instructional resources in clinical prevention 

and population health, pharmacogenomics, managed care, Medicare/medication therapy 

management services, patient safety, geriatrics, reaching underserved populations, and social and 

administrative sciences. 
 15 

REFERENCES 

1. U.S. Department of Health and Human Services, Public Health Service, National Institutes of 

Health. Agenda for Research on Women’s Health for the 21st Century, Volume 7. New 

Frontiers in Women’s Health. Bethesda, MD. NIH Publication No. 01-4391. 

2. CAPE Educational Outcomes, American Association of Colleges of Pharmacy. Available at: 

http://www.aacp.org/Docs/MainNavigation/ForDeans/5763_CAPEoutcomes.pdf. Accessed 

August 17, 2005. 

3. U.S. Department of Health and Human Services, Health Resources and Services 

Administration, and the National Institutes of Health. Women’s Health in the Medical School 

Curriculum: Report of a Survey and Recommendations. Bethesda, MD. HRSA-A-OEA-96-1. 

4. U.S. Department of Health and Human Services, Health Resources and Services 

Administration, and the National Institutes of Health. Women’s Health in the Dental School 

Curriculum: Report of a Survey and Recommendations. Bethesda, MD. NIH publication No. 

994399. 

5. U.S. Department of Health and Human Services, Health Resources and Services 

Administration, and the National Institutes of Health. Women’s Health in the Baccalaureate 

Nursing School Curriculum: Report of a Survey and Recommendations. Bethesda, MD. 

6. U.S. Department of Labor, Bureau of Labor Statistics. Occupational Employment and 

Wages, May 2004. 29-1051 Pharmacists. Available at 

http://www.bls.gov.oes/current/oes291051.htm. Accessed August 18, 2005. 
 16 

APPENDIX I: PARTICIPATING ORGANIZATIONS 

Founded in 1900, the American Association of Colleges of Pharmacy (AACP) is the national 

organization representing pharmacy education in the United States. The organization serves 

member colleges and schools and their respective faculties by acting as their advocate at the 

national level, by providing forums for interaction and exchange of information among members, 

by recognizing outstanding performance among its member educators, and by assisting member 

colleges and schools in meeting their mission of educating and training pharmacists and 

pharmaceutical scientists. The Association recognizes a special responsibility to provide 

leadership in advancing and enhancing the quality of education and training in its member 

colleges and schools while respecting the diversity inherent among them. The pharmacy 

education community in fall 2004 included 89 colleges and schools with pharmacy degree 

programs accredited by the Accreditation Council for Pharmacy Education, over 43,000 

professional degree students, 2,900 students enrolled in graduate studies and more than 3,600 fulltime faculty. 

The American Pharmacists Association (APhA) is the national professional society of 

pharmacists and represents practitioners from all pharmacy practice settings, scientists and 

pharmacists in training. With more than 50,000 members, it maintains affiliation with all State 

pharmacy associations and has a student chapter at each college and school of pharmacy. 

The American College of Clinical Pharmacy (ACCP) is a professional and scientific society 

that provides leadership, education, advocacy, and resources enabling clinical pharmacists to 

achieve excellence in practice and research. ACCP’s membership comprises practitioners, 

scientists, educators, administrators, students, residents, fellows, and others committed to 

excellence in clinical pharmacy and patient pharmacotherapy. ACCP functions to foster the 

growth of clinical pharmacy services and promote their value in all health care settings; facilitate 

the performance, dissemination, and application of pharmaceutical and biomedical research; and 

promote excellence in all facets of clinical pharmacy education. 

The University of Illinois at Chicago College of Pharmacy is a regular institutional member of 

AACP with a long-standing focus and expertise in women’s health research and education. The 

UIC/HHS National Center of Excellence in Women’s Health emphasizes partnership across 

disciplines and professions, involving collaborative efforts across six health professional colleges 

at the University of Illinois at Chicago (pharmacy, nursing, medicine, public health, dentistry, 

and health and human development services); partnerships between academia and the 

community, and partnerships between health care provider and patient. UIC’s Center of 

Excellence focuses on four core areas: provision of comprehensive health services; communitybased awareness, involvement, and education; research to advance knowledge across the life 

span; and curriculum development and leadership for women. 

The focus of the Arizona Center for Education and Research on Therapeutics (Arizona 

CERT) is to improve therapeutic outcomes and reduce adverse events caused by drug 

interactions, especially those affecting women. The CERT is also focused on identifying and 

understanding mechanisms for drug-induced arrhythmias. These goals are accomplished by basic 

and clinical research programs and a variety of educational efforts. 
 17 

APPENDIX II: WOMEN’S HEALTH PROJECT STEERING COMMITTEE 

Susan M. Meyer, Ph.D., project director 

Senior Vice President 

American Association of Colleges of 

Pharmacy 

Lucinda L. Maine, Ph.D. 

Executive Vice President 

American Association of Colleges of 

Pharmacy 

Peggy Kuehl, Pharm.D. 

Former Director of Education and Member 

Services 

American College of Clinical Pharmacy 

Rosalie Sagraves, Pharm.D. 

Dean, College of Pharmacy 

University of Illinois at Chicago 

Marietta Anthony, Ph.D. 

Associate Vice President for Women's 

Health Research 

University of Arizona Center for Education 

and Research on Therapeutics 

Joan Stanley, Ph.D., Director of 

Education Policy 

American Association of Colleges of 

Nursing 

M. Brownell Anderson, M.S. 

Senior Associate Vice President 

Division of Medical Education 

Association of American Medical Colleges 

Sabrina Matoff-Stepp, M.A. 

Director 

U.S. Department of Health 

 and Human Services 

Health Resources and Services 

 Administration 

Maternal and Child Health 

 Bureau 

Office of Women’s Health 

Rosaly Correa-de-Araujo, M.D., M.Sc., 

Ph.D. 

Director 

U.S. Department of Health 

 and Human Services 

Agency for Healthcare Research and Quality 

Office of Women’s Health 

 and Gender-Based Research 

Wanda K. Jones, Dr.P.H. 

Deputy Assistant Secretary for Women’s 

 Health 

U.S. Department of Health and Human 

 Services 

Office on Women’s Health 

Vivian W. Pinn, M.D. 

Associate Director for Research on 

 Women’s Health 

Director 

U.S. Department of Health 

 and Human Services 

National Institutes of Health 

Office of Research on Women’s Health 

Susan F. Wood, Ph.D. 

Director 

U.S. Department of Health and 

 Human Services 

Food and Drug Administration 

Office of Women’s Health
 18 

APPENDIX III: WOMEN’S HEALTH CONTENT EXPERT PANEL 

Mary Berg, Ph.D. (deceased) 

University of Iowa 

College of Pharmacy 

Richard J. Bertin, Ph.D. 

Board of Pharmaceutical Specialties 

Candace S. Brown, Pharm.D. 

University of Tennessee 

College of Pharmacy 

Damary C. Castanheira Torres, Pharm.D. 

St. Johns University 

College of Pharmacy and Allied Health 

Professions 

Stuart T. Haines, Pharm.D. 

University of Maryland 

School of Pharmacy 

Laura B. Hansen, Pharm.D. 

University of Colorado Health Sciences 

Center 

School of Pharmacy 

Karim A. Calis, Pharm.D., M.P.H. 

U.S. Department of Health 

 and Human Services 

National Institutes of Health 

Leisa L. Marshall, Pharm.D. 

Mercer University 

Southern School of Pharmacy 

H. Anthony McBride, Ph.D. 

Samford University 

McWhorter School of Pharmacy 

Janet McCombs, Pharm.D. 

University of Georgia 

College of Pharmacy 

Mary G. Mihalyo, Pharm.D. 

Duquesne University 

Mylan School of Pharmacy 

Louise S. Parent-Stevens, Pharm.D. 

University of Illinois at Chicago 

College of Pharmacy 

Charles D. Ponte, Pharm.D. 

West Virginia University 

School of Pharmacy 

Ronald J. Ruggiero, Pharm.D. 

University of California-San Francisco 

School of Pharmacy 
19 

APPENDIX IV: U.S. COLLEGES AND SCHOOLS OF PHARMACY RECOGNIZED BY 

THE ACCREDITATION COUNCIL FOR PHARMACY EDUCATION (AUGUST 2004) 

Alabama 

Auburn University 

Harrison School of Pharmacy 

Auburn University, AL 

Samford University 

McWhorter School of Pharmacy 

Birmingham, AL 

Arizona 

Midwestern University, Glendale 

College of Pharmacy 

Glendale, AZ 

University of Arizona 

College of Pharmacy 

Tucson, AZ 

Arkansas 

University of Arkansas for Medical Sciences 

College of Pharmacy 

Little Rock, AR 

California 

Loma Linda University 

School of Pharmacy 

Loma Linda, CA 

University of California, San Diego 

College of Pharmacy 

La Jolla, CA 

University of California, San Francisco 

College of Pharmacy 

San Francisco, CA 94143 

University of the Pacific 

Thomas J. Long School of Pharmacy and 

Health Sciences 

Stockton, CA 

University of Southern California 

School of Pharmacy 

Los Angeles, CA 

Western University of Health Sciences 

College of Pharmacy 

Pomona, CA 

Colorado 

University of Colorado 

School of Pharmacy 

Denver, CO 

Connecticut 

University of Connecticut 

School of Pharmacy 

Storrs, CT 

District of Columbia 

Howard University 

College of Pharmacy, Nursing and Allied 

Health Sciences 

Washington, DC 

Florida 

Florida Agricultural and Mechanical 

University 

College of Pharmacy & Pharmaceutical 

Sciences 

Tallahassee, FL 

Nova Southeastern University 

College of Pharmacy 

Fort Lauderdale, FL 

Palm Beach Atlantic University 

School of Pharmacy 

West Palm Beach, FL 

University of Florida 

College of Pharmacy 

Gainesville, FL
20 

APPENDIX IV: U.S. COLLEGES AND SCHOOLS OF PHARMACY RECOGNIZED BY 

THE ACCREDITATION COUNCIL FOR PHARMACY EDUCATION (AUGUST 2004) 

continued 

Georgia 

Mercer University 

Southern School of Pharmacy 

Atlanta, GA 

South University 

School of Pharmacy 

Savannah, GA 

University of Georgia 

College of Pharmacy 

Athens, GA 

Idaho 

Idaho State University 

College of Pharmacy 

Pocatello, ID 

Illinois 

Midwestern University 

Chicago College of Pharmacy 

Downers Grove, IL 

University of Illinois, Chicago 

College of Pharmacy 

Chicago, IL 

Indiana 

Butler University 

College of Pharmacy and Health Sciences 

Indianapolis, IN 

Purdue University 

School of Pharmacy and Pharmacal Sciences 

West Lafayette, IN 

Iowa 

Drake University 

College of Pharmacy and Health Sciences 

Des Moines, IA 

University of Iowa 

College of Pharmacy 

Iowa City, IA 

Kansas 

University of Kansas 

School of Pharmacy 

Lawrence, KS 

Kentucky 

University of Kentucky 

College of Pharmacy 

Lexington, KY 

Louisiana 

University of Louisiana at Monroe 

College of Pharmacy 

Monroe, LA 

Xavier University of Louisiana 

College of Pharmacy 

New Orleans, LA 

Maryland 

University of Maryland 

School of Pharmacy 

Baltimore, MD 

Massachusetts 

Massachusetts College of Pharmacy and 

Allied Health Sciences – Boston 

Boston, MA 

Massachusetts College of Pharmacy and 

Allied Health Sciences – Worcester 

Worcester, MA 

Northeastern University 

Bouvé College of Pharmacy and Health 

Sciences 

Boston, MA
21 

APPENDIX IV: U.S. COLLEGES AND SCHOOLS OF PHARMACY RECOGNIZED BY 

THE ACCREDITATION COUNCIL FOR PHARMACY EDUCATION (AUGUST 2004) 

continued 

Michigan 

Ferris State University 

College of Pharmacy 

Big Rapids, MI 

University of Michigan 

College of Pharmacy 

Ann Arbor, MI 

Wayne State University 

Eugene Applebaum College of Pharmacy and 

Health Sciences 

Detroit, MI 

Minnesota 

University of Minnesota 

College of Pharmacy 

Minneapolis, MN 

Mississippi

University of Mississippi 

School of Pharmacy 

University, MS 

Missouri 

St. Louis College of Pharmacy 

St. Louis, MO 

University of Missouri, Kansas City 

School of Pharmacy 

Kansas City, MO 

Montana 

University of Montana 

School of Pharmacy & Allied Health 

Sciences 

Missoula, MT 

Nebraska 

Creighton University 

School of Pharmacy and Health Professions 

Omaha, NE 

University of Nebraska 

College of Pharmacy 

Omaha, NE 

Nevada 

University of Southern Nevada 

Nevada College of Pharmacy 

Henderson, NV 

New Jersey 

Rutgers, the State University of New Jersey 

Ernest Mario School of Pharmacy 

Piscataway, NJ 

New Mexico 

University of New Mexico 

College of Pharmacy 

Albuquerque, NM 

New York 

Long Island University 

Arnold & Marie Schwartz College of 

Pharmacy and Health Sciences 

Brooklyn, NY 

St. John's University 

College of Pharmacy and Allied Health 

Professions 

Jamaica, NY 

University of Buffalo, State University of 

New York 

School of Pharmacy and Pharmaceutical 

Sciences 

Buffalo, NY 

Union University 

Albany College of Pharmacy, Albany, NY
22 

APPENDIX IV: U.S. COLLEGES AND SCHOOLS OF PHARMACY RECOGNIZED BY 

THE ACCREDITATION COUNCIL FOR PHARMACY EDUCATION (AUGUST 2004) 

continued 

North Carolina 

Campbell University 

School of Pharmacy 

Buies Creek, NC 

University of North Carolina, Chapel Hill 

School of Pharmacy 

Chapel Hill, NC 

Wingate University 

School of Pharmacy 

Wingate, NC 

North Dakota 

North Dakota State University 

College of Pharmacy 

Fargo, ND 

Ohio 

Ohio Northern University 

College of Pharmacy 

Ada, OH 

Ohio State University 

College of Pharmacy 

Columbus, OH 

University of Cincinnati Medical Center 

College of Pharmacy 

Cincinnati, OH 

University of Toledo 

College of Pharmacy 

Toledo, OH 

Oklahoma 

Southwestern Oklahoma State University 

School of Pharmacy 

Weatherford, OK 

University of Oklahoma 

College of Pharmacy 

Oklahoma City, OK 

Oregon 

Oregon State University 

College of Pharmacy 

Corvallis, OR 

Pennsylvania 

Duquesne University 

Mylan School of Pharmacy 

Pittsburgh, PA 

Lake Erie College of Osteopathic Medicine 

School of Pharmacy 

Erie, PA 

University of the Sciences in Philadelphia 

Philadelphia College of Pharmacy 

Philadelphia, PA 

Temple University 

School of Pharmacy 

Philadelphia, PA 

University of Pittsburgh 

School of Pharmacy 

Pittsburgh, PA 

Wilkes University 

Nesbitt School of Pharmacy 

Wilkes-Barre, PA 

Puerto Rico 

University of Puerto Rico 

School of Pharmacy 

San Juan, PR
23 

APPENDIX IV: U.S. COLLEGES AND SCHOOLS OF PHARMACY RECOGNIZED BY 

THE ACCREDITATION COUNCIL FOR PHARMACY EDUCATION (AUGUST 2004) 

continued 

Rhode Island 

University of Rhode Island 

College of Pharmacy 

Kingston, RI 

South Carolina 

Medical University of South Carolina 

College of Pharmacy 

Charleston, SC 

University of South Carolina 

College of Pharmacy 

Columbia, SC 

South Dakota 

South Dakota State University 

College of Pharmacy 

Brookings, SD 

Tennessee 

University of Tennessee 

College of Pharmacy 

Memphis, TN 

Texas 

Texas Southern University 

College of Pharmacy & Health Sciences 

Houston, TX 

Texas Tech University 

School of Pharmacy 

Amarillo, TX 

University of Houston 

College of Pharmacy 

Houston, TX 

University of Texas, Austin 

College of Pharmacy 

Austin, TX 

Utah 

University of Utah 

College of Pharmacy 

Salt Lake City, UT 

Virginia 

Hampton University 

School of Pharmacy 

Hampton, VA 

Shenandoah University 

Bernard J. Dunn School of Pharmacy 

Winchester, VA 

Virginia Commonwealth University 

School of Pharmacy 

Richmond, VA 

Washington 

University of Washington 

School of Pharmacy 

Seattle, WA 

Washington State University 

College of Pharmacy 

Pullman, WA 

West Virginia 

West Virginia University 

School of Pharmacy 

Morgantown, WV 

Wisconsin 

University of Wisconsin, Madison 

School of Pharmacy 

Madison, WI 

Wyoming 

University of Wyoming 

School of Pharmacy 

Laramie, WY 
24 

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS 

Conducted in August 2004, the methods used for the Web-based search were to browse the 

pharmacy college/school page first; search for course catalog or schedule (if unable to find on 

school Web page, go to university main page and search for catalog); scan for women’s health 

stand-alone course, and scan for mention of women’s health within courses. 

Auburn University (AL) 

Women’s health instruction mentioned in two faculty biographical sketches. 

University of Arizona (AZ) 

First-year colloquium course, Perspectives on Health Care: Current Issues and Trends, in which 

issues such as the influence of demographics, gender, age, diversity, behavior, education, 

politics and socioeconomic conditions on the health of Americans are explored. 

Midwestern University, Glendale (AZ) 

Elective course, New Drug Product Development, in which topics discussed include the 

inclusion of women and children in clinical trials, regulation of dietary supplements and 

generic drugs, FDA approval of new drugs, RX to OTC switch, product labeling, and direct to 

consumer marketing. 

Elective course, Advanced Topics in Women's Health, the goal of which is to build upon the 

student’s basic knowledge of reproductive physiology; explores the uniqueness of the female 

gender on the physiology of normal function and pathophysiology; integrates various areas of 

basic science with clinical sciences; and provides a forum for discussion of various topics in 

women’s health. 

University of Arkansas for Medical Sciences (AR) 

Elective course, Topics in Women’s Health, exposes the student to a variety of topics related to 

women’s health including the prevention, diagnosis and management of conditions that may be 

unique to women. Sex and gender-based differences in health and disease are also presented. 

University of California, San Francisco (CA) 

Elective course, Women's Health Issues, focuses on the women's health issues such as 

premenstrual syndrome/premenstrual dysphoric disorder, HIV and pregnancy, hormone 

replacement therapy, contraception, fertility, and breast cancer. 

University of the Pacific (CA) 

Required course, General Pharmaceutical Care II, which covers pharmaceutical care for the 

patient with problems related to hematology, oncology, allergies, eyes, ears, nose and throat, 

gender issues, and palliative care. 
25

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS continued 

University of Southern California (CA) 

Elective course, Pharmacy Practice in Women’s Health, the emphasis of which is the 

pharmaceutical care of women patients, including the therapeutic and psychosocial factors, and 

current research in women’s health. 

Required course, Therapeutics VI, which includes integrated teaching of biomedicinal chemistry, 

pharmacology, clinical pharmacokinetics and therapeutics of drugs with an emphasis on 

pharmaceuticals affecting the endocrine diseases, systems, and women’s health. 

Western University of Health Sciences (CA) 

Required course, Pharmacy Practice VI, provides students with the knowledge, skills and 

attitudes to manage pharmacotherapeutic regimens in endocrine-related diseases, such as 

diabetes and thyroid disorders, and reproductive medicine. Gender-related health concerns 

are also addressed. 

University of Florida (FL) 

Required course, Dose Optimization II, facilitates student learning of how to integrate and apply 

pharmacokinetic principles in the formulation of rational dosage regimens and in adjustment of 

existing regimens. Special emphasis is given to patient factors such as disease states, age, gender

and body weight, and drug and drug product factors such as formulation and drug interaction. 

Pharmacists and Women’s Health Web site. Site was developed as a result of a Women's 

Health Pharmaceutical Care Certificate Program (WHPCCP). The programs have been 

developed by Health Education Resources in Philadelphia, Pennsylvania, through an educational 

grant from Wyeth Ayerst Laboratories. The site is maintained through the University of Florida, 

College of Pharmacy and news articles are summarized by current pharmacy students. The 

practice cases are submitted by community pharmacists participating in the project and by the 

project faculty. http://www.cop.ufl.edu/safezone/root/womenshealth/

Nova Southeastern University (FL) 

Elective course, Women’s Health, covers topics of importance in women's health. Issues that 

affect women of all ages, from the early reproductive years to the late postmenopausal years, are 

examined. The subject matter encompasses a variety of topics, including contraception, 

substance abuse, infertility, health in pregnancy, menopausal health, and eating disorders. The 

role of the pharmacist in the optimal provision of drug therapy and preventive health is 

emphasized. 

Mercer University (GA) 

Elective course, Women’s Health, is designed to enable the student to develop an understanding 

of issues of importance in women's health, including health promotion and prevention, health 

problems with a higher prevalence or a different presentation in women than men, cultural 

diverseness and women's health, and women's health policy and research. Problems unique to 

women's health and therapy important in the pharmacist's provision of pharmaceutical care to 

female patients will be emphasized. 
26

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS continued 

University of Georgia (GA) 

Elective course, Women's Health Care, covers medications most often used in OB/GYN, 

preparation for patient education and counseling in women’s health, and patient monitoring 

parameters in the areas of obstetrics and gynecology. 

Elective course, Special Populations in Pharmacy Practice, which includes the management and 

treatment of diseases and medical conditions specific to geriatrics, pediatrics, women’s health

and minority health. Pathophysiology, pharmacology, pharmacotherapeutics, pharmacokinetics, 

and physical assessment are integrated using patient cases. 

University of Illinois at Chicago (IL) 

Required course, Principles of Drug Action and Therapeutics IV, includes the integration of 

medicinal chemistry, pharmacology, pharmacotherapeutics, pharmacokinetics, and toxicology in 

the areas of women’s and men’s health, respiratory disorders, diabetes and pediatrics. 

Midwestern University, Chicago (IL) 

Required course, Pharmacotherapeutics I, introduces the student to a systemic approach for 

patient assessment, physical assessment methods, and home diagnostic techniques. Topics 

include preventative medicine, self-limiting diseases with a focus on over-the-counter 

medications, gastrointestinal diseases, and women’s health issues.

Elective course, Controversies in Pharmacotherapy, uses interactive discussion, debates, and 

presentations to review current literature on controversies in pharmacotherapy in the areas of 

diabetes, heart failure, hyperlipidemia, and women’s health. 

Elective course, Women’s Health, elective concentrates on specific issues related to the optimal 

delivery of women’s health care, including gender-related differences in treating women, 

wellness and prevention over the female life span, diseases uniquely affecting women, and 

pharmacotherapy and psychosocial aspects of women’s health. Community service is 

encouraged. 

Butler University (IN) 

Elective course, Pharmacy and Health Sciences: Women’s Health. 

Elective experiential rotation, Women’s Health Rotation. 

University of Iowa (IA) 

Required course, Endocrine and Ophthalmology: Women’s & Men's Health Therapeutics, 

covers pharmacotherapy for endocrine and ophthalmology disorders. It reviews disorders, 

treatment goals, treatment plans, patient counseling, and monitoring patient outcomes. 
27 

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS continued 

University of Maryland (MD) 

Elective course, Women’s Health, explores a broad range of health issues that women face 

throughout the life cycle. Specific issues/disorders to be discussed will include contraception, 

infertility, vaginal disorders, gestational diabetes, eclampsia, menopause, and osteoporosis. 

University of Michigan (MI) 

Required course, Pathophysiology and Therapeutics I, focuses on dermatology, ophthalmic, otic 

and oral health, renal physiology, fluids and electrolytes, acid-base balance, nutrition, herbs and 

dietary supplements, women’s health (vaginitis, drugs in pregnancy and lactation, infertility, 

contraception, osteoporosis, menopause and hormone replacement therapy), and 

vaccinations. 

St. Louis College of Pharmacy (MO) 

Elective course, Women’s Health Pharmacotherapy, provides students with a focused 

introduction to the pharmacotherapy of women’s health. Students integrate knowledge of genderspecific issues and pharmacotherapy in selecting and evaluating pharmacologic therapy for 

common illnesses in women. Emphasis is placed on rendering care to women in the community 

pharmacy setting. 

Required course, Therapeutics IV, emphasizes integration of principles of pathophysiology, 

pharmacology and pharmacokinetics in the treatment of oncologic disorders, organ 

transplantation, pediatric diseases, women’s health problems, infectious diseases, and disorders 

in geriatric patients. 

University of Southern Nevada (NV) 

Elective course, Women’s & Men’s Health. 

Rutgers University (NJ) 

Elective course, Women’s Health Issues, in which students investigate, explore, and discuss 

issues important to women’s health. Includes an in-depth presentation of the female reproductive 

system, along with related diseases and disorders. 

University at Buffalo (NY) 

Required courses, Pharmacotherapeutics I, II, III, and IV, include major disease problems and 

use of therapeutic interventions in areas such as: fluids and electrolytes, nephrology, cardiology, 

pediatrics, neurology, endocrinology, infectious diseases, psychiatry, immunology, 

rheumatology, hematology, pulmonary, gastroenterology, critical care, dermatology, women’s 

health, nutrition, and oncology. Course material typically includes disease symptomology, 

current concepts regarding appropriate drug treatment, patient monitoring, drug 

mechanism/effects/pharmacokinetics, and drug interactions. 
28 

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS continued 

Campbell University (NC) 

Elective course, Women’s Healthcare Issues, focuses on topics of particular impact in 

providing health care to women, including gender influence in drug trials; hormone-replacement 

therapy; contraception; osteoporosis; breast cancer; and autoimmune diseases. 

Duquesne University (PA) 

Elective course, Issues in Women’s Health, is designed to introduce the student to issues 

relevant to women’s health, including conditions or diseases that are unique, more common, and 

more serious to women. 

Lake Erie College of Osteopathic Medicine (PA) 

Required courses, Pharmacotherapeutics I, II, III, and IV, covers pathophysiology and 

therapeutics by organ system, starting with the non-prescription drugs and medical devices, and 

dermatology, followed these organ systems and content areas: respiratory, cardiovascular, 

degenerating diseases, genital urologic diseases, endocrinology/gastro-intestinal diseases, critical 

care, infectious diseases, neurology, psychiatry, oncology, and women’s health. 

University of the Sciences in Philadelphia (PA) 

Elective course, Women’s Health: Common Therapeutic Topics, offers an introduction to the 

pharmacotherapeutic management of women’s health related issues, including menstrual 

abnormalities, endometriosis, lactation, sexually transmitted diseases/pelvic inflammatory 

disease, HIV, and cancer chemoprophylaxis/genetic testing. 

Wilkes University (PA) 

Required course, Pharmacotherapeutics X: Endocrine Disorders & Women’s Health Issues. 

Medical University of South Carolina (SC) 

Required course, Disease Processes and Therapeutics III, provides an organ-based approach to 

pharmaceutical care and disease management and covers neurology, women’s health, 

psychiatry, rheumatology, dermatology, pediatrics, geriatrics, endocrinology, and drug 

interactions. 

South Dakota State University (SD) 

Elective course, Women and Children’s Health, covers disease and drug related issues 

pertaining to women’s and children’s health. 

University of Tennessee (TN) 

Elective course, Women’s Health Selective, focuses on a woman’s life phases, including the 

young adult, midlife, mature and advanced years. Course content includes discussion on role and 

life cycle issues that affect health, patient/pharmacist interactions, physiology, sexuality and 

reproduction. Particular emphasis is placed on medication monitoring due to gender differences 

in disease presentation and incidence, pharmacokinetics, adverse effects, and on patient 

education. 
29

APPENDIX V: WOMEN’S HEALTH COURSES AND CONTENT AT U.S. PHARMACY 

COLLEGES AND SCHOOLS continued 

University of Houston (TX) 

Elective experiential rotation, Women’s Health Therapeutics, is a structured pharmacy 

experience where the student masters the skills necessary to optimize drug therapy outcomes for 

obstetric/gynecology patients. 

Virginia Commonwealth University (VA) 

Elective course, Women’s health: Pharmacotherapeutic Issues and Controversies, addresses 

the prevention and management of disease in women and is designed to expand upon the 

women's health topics presented in the pharmacotherapy course series. 

University of Washington (WA) 

Required course, Applied Pharmacokinetics, covers the pharmacokinetics of specific drugs and 

the influence of age, weight, sex, and disease states on patient-specific dosage regimens 

University of Wisconsin, Madison (WI) 

Elective Course, Women’s Health Pharmacotherapy, includes the pharmacotherapy of disease 

prevention and treatment for women, including pharmacotherapy unique to women and the 

pharmacotherapy of illnesses that are more prevalent in women than in men. Additional women's 

health issues are addressed. 
30

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE 

I. SEX AND GENDER FACTORS AND DIFFERENCES: WHAT IS WOMEN’S 

HEALTH? 

A. Overview and General Health Concerns

Explain the differences between the terms “gender” and “sex” as they 

apply to practice and research. 

Demonstrate an understanding of basic pharmacology (e.g., possible 

differences between women and men in terms of hepatic enzyme 

function, fat and water distribution, pharmacokinetics, 

pharmacodynamics, pharmacogenomics, and chronopharmacology). 

Discuss conditions and diseases that specifically affect women and 

those that affect women and men differently. 

Discuss drug-related effects that specifically affect women and those 

that affect women and men differently. 

Describe the role of hormones across the life cycle; addressing 

endogenous and exogenous hormones and their effects on drug 

interactions, drug metabolism, and therapeutic outcomes. 

Discuss Healthy People 2010 and the implications of the report 

contents and the public health perspectives related to women’s health. 

Discuss sex differences in physiology and metabolism from 

adolescence to old age. 

Identify general health concerns such as level of physical activity, 

smoking, alcohol abuse, and drug abuse. 

Define drug-drug, drug-herb, and drug-food interactions. Describe how 

these manifest across the various life phases. 

Discuss why women use botanical and dietary supplements more than 

men do and describe women’s use patterns related to nontraditional 

medicine. 

Discuss compounding of special products for individual female 

patients. 

Discuss laboratory tests and studies unique to women (e.g., endometrial 

biopsy, PAP). 
31

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

B. Socioeconomics of Women’s Health 

1. Social Issues Identify cultural, ethnic, racial differences among women. 

Discuss health care practices that negatively affect women. 

Recognize and discuss physical, sexual, and mental abuse, and resultant 

psychosocial and self-esteem issues. 

Discuss health care for special populations such as lesbians, 

transgender women, rural, immigrant, disabled, minority, and elderly 

women. 

2. Economic 

Issues 

Demonstrate an understanding of how women’s decisions about health 

for themselves and their families affect their spending. 

Discuss salary and promotion disparities in the workplace and their 

potential impact on health issues. 

Identify how/to what extent self-management and family care of 

chronic conditions are affected by women’s responsibilities with family 

and work. 

Discuss insurance issues that affect women’s ability to get medications. 

Identify direct to consumer marketing that specifically targets women; 

the portrayal of women in prescription drug ads; portrayal of different 

stereotypes in prescription drug advertisements. 

C. Pharmacist–Patient Interaction

Define the pharmacist’s role in promoting women’s health. 

Demonstrate an understanding of how pharmacists should interact with 

female patients with some emphasis on male practitioner interaction 

with female patients; different communication styles. 

D. Research Related Issues

Describe the history of regulatory issues related to gender and sexrelated health care. 

Discuss the NIH Office of Research on Women’s Health “Women’s 

Research Agenda for the 21st Century.” 

Demonstrate an understanding of research that is being undertaken to 

determine health care related differences between women and men. 

Discuss informed consent issues for the inclusion of women in research 

studies. 

Evaluate studies that address health differences between women and 

men; problems with the literature in this area. 

Discuss issues regarding the recruitment of adequate numbers of 

women, especially minority women, into clinical studies. 
32

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

II. LIFESPAN ISSUES IN WOMEN’S HEALTH: INFANTS:Æ REPRODUCTIVE YEARS 

A. Infants and Girls

Demonstrate knowledge of infectious diseases, esp. UTIs. 

Identify and discuss physical, sexual, and mental abuse, and discuss the 

issue of mandatory reporting by pharmacists of such abuse. 

B. Adolescents and Non-Pregnant Women in Their Reproductive Years 

1. Diseases Discuss infectious diseases: HIV/AIDS, vaginitis (e.g. yeast, 

candidiasis, trichomoniasis, bacterial vaginosis), sexually transmitted 

diseases, and pelvic inflammatory disease. 

Demonstrate knowledge of cancers: cervical, ovarian, breast, 

endometrial/uterine; melanoma. 

Identify diseases that primarily or solely affect women: pelvic pain, 

simple functional ovarian cysts, endometriosis, fibroids, polycystic 

ovarian disease, premature ovarian failure, fibrocystic breast disease, 

toxic shock. 

Describe diseases that affect women differently than men: asthma, 

autoimmune diseases; cosmetic issues including acne, excessive hair 

growth, tanning, and other dermatologic problems; diabetes; obesity; 

eating disorders including anorexia and bulimia; irritable bowel 

syndrome and inflammatory bowel disease; epilepsy; interstitial cystitis; 

migraines and other headaches; psychiatric, psychosocial, and 

behavioral problems including depression; smoking, alcohol, substance 

abuse; anemia. 

*All disease states covered in therapeutics course(s) that are applicable 

should include treatment differences for women in this age category 

(e.g. asthma, autoimmune disorders, epilepsy, etc.) with reference to 

other treatment differences. 

2. Contraception Discuss all contraceptive methods including abstinence, natural family 

planning, prescription and nonprescription contraceptive methods, and 

emergency contraception. 

Demonstrate understanding of non-contraceptive benefits associated 

with the use of oral contraceptives. 

3. Menstruation Describe the complete menstrual cycle. 

Discuss the relationship between the menstrual cycle and bone health. 

Discuss disease states that may be worsened during menses, such as 

asthma and migraines. 

Describe menstrual disorders, such as primary and secondary 

amenorrhea, dysmenorrhea, premenstrual syndrome, peri-menopausal 

irregularities, menorrhagia, cramps. 
33

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

4. General 

Health 

Concerns 

Discuss nutrition and vitamin use. 

Discuss bone health, including building bone mass. 

Discuss skin health, including appropriate sun avoidance. 

Discuss the importance of physical exercise and minimal exercise 

requirements. 

Identify adverse effects seen in adolescent and non-pregnant women in 

their reproductive years associated with drug-drug, drug-herbal, and 

drug-food interactions. 

Demonstrate knowledge of other topics such as: Sexual disorders and 

libido problems, sexual abuse and domestic violence; including as caregiver; care-giver abuse related to vulnerable populations, including 

direct and passive abuse (withholding of medication, transportation, 

etc.) and pharmacists’ role in recognizing abuse. 

Evaluate botanical/dietary supplements and OTCs for each disease 

state/treatment area; and relation to eating disorders. 

III. LIFESPAN ISSUES IN WOMEN’S HEALTH: THE REPRODUCTIVE AGE: 

PREGNANT AND LACTATING WOMEN 

A. Pregnancy Planning and Prenatal Care

Discuss prenatal care including pregnancy testing, nutrition/vitamins 

and management of pregnancy-related problems such as diabetes, 

hypertension (preeclampsia and eclampsia). 

Demonstrate knowledge of pregnancy planning/ “Preconception care” 

including when to stop contraception, use of ovulation predictors, 

vaccinations, folic acid, etc. 

Describe prenatal care including infectious diseases (e.g., group B Strep, 

herpes, bacterial vaginosis), hyperemesis gravidarum, Rh status, etc. 
34

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

B. Pregnancy and Postpartum Period

Identify physiologic (e.g. organ changes), pharmacological, 

pharmacokinetic, and pharmacodynamic changes associated with 

pregnancy. 

Describe ectopic pregnancy and gestational trophoblastic disease. 

Demonstrate knowledge of normal pregnancy (including definitions 

such as parity, gravida, etc.) and common problems associated with 

pregnancy (e.g., morning sickness, constipation, heartburn, headaches, 

etc.) that require intervention by a pharmacist. 

Demonstrate knowledge of basic nutrition during pregnancy and 

lactation including the intake of calories, vitamins and minerals (e.g., 

iron, calcium, folic acid, etc.). 

Understand the unique nutrition concerns for a pregnant woman; for a 

breast-feeding woman. 

Understand the unique nutrition concerns for the infant, and how they 

relate to breastfeeding and infant formulas. 

Describe principles of drug transfer across the placenta. 

Describe principles of drug transfer into breast milk. 

Understand in depth the area of lactation. 

Discuss the lactation process including the pharmacokinetics of drugs 

during lactation. 

Discuss stimulation of breast milk production and breast milk 

suppression. 

Explain the concept of teratogenicity, including dose timing, and drugs 

and drug classes associated with teratogenic effects. 

Discuss preterm labor, and labor and delivery including labor induction. 

Discuss antenatal steroid use. 

Discuss postpartum hemorrhage. 

Discuss restarting contraception in the postpartum period: risks and 

benefits; postpartum depression. 

Discuss recurrent miscarriage. 

Discuss pharmacological abortion, including issues associated with 

potential conflicts between personal beliefs and professional 

responsibility, and legal issues. 
35

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

C. Diseases and Conditions

Demonstrate knowledge of HIV/AIDS. 

Identify management of medical problems that may be exacerbated by 

pregnancy such as asthma, coagulation problems, epilepsy, GI 

conditions, psychiatric and psychosocial problems (anxiety, etc.) 

Discuss anemia. 

Discuss human papilloma virus (HPV) and abnormal pap smears. 

Discuss the management of high-risk pregnancies, including multiple 

gestation; HIV/AIDS, systemic lupus, and other immunosupressed 

states; renal transplant; and patients with neurological deficits, such as 

myasthenia gravis. 

*All disease states covered in therapeutics course(s) that are applicable 

should include treatment differences for women in this age category. 

These include treatment differences for pregnant women who have 

diseases such as asthma, coagulation problems, diabetes, depression, 

epilepsy, infectious diseases, hypertension, etc. General principles about 

these disease states during pregnancy should be covered as a part of the 

general core; more in depth coverage should be reserved for an elective. 

D. General Health Concerns

Identify adverse effects seen in women; drug-drug, drug-herbal, drugfood, etc. Interactions will be discussed for drug therapy discussed. 

Discuss infertility and its pharmacologic and non-pharmacologic 

treatment. 

Discuss sexual abuse and domestic violence; including as caregiver; 

caregiver abuse related to vulnerable populations, including direct and 

passive abuse (withholding of medication, transportation, etc.) and 

pharmacists’ role in recognizing abuse. 

Evaluate botanical/dietary supplements and OTCs for each disease 

state/treatment area. 

E. Health and Wellness Promotion

Counsel women about their specific needs in the reproductive years. 

Discuss potentially difficult pharmacist-patient interactions and 

counseling situations and how to handle them (e.g., request by a teen for 

emergency contraception). 

Discuss adoption and how to access the adoption system. 

Understand literature reviews of clinical studies during the reproductive 

period and how to address future needs. 
36

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

IV. LIFESPAN ISSUES IN WOMEN’S HEALTH: CLIMACTERIC, MENOPAUSE, 

POST-MENOPAUSAL WOMEN

A. General Health Concerns

Demonstrate knowledge of pharmacologic, pharmacokinetic, and 

pharmacodynamic changes associated with the climacteric/menopause 

and postmenopausal period of life. 

Discuss menopause including signs, symptoms and sequelae. 

Discuss non-hormonal management of menopausal symptoms. 

Discuss prevention of acute and long-term effects of a lack of estrogen 

post-menopause. 

Discuss the role of endogenous and exogenous androgens in women. 

Understand estrogen therapy/hormone therapy: risks and benefits; 

product selection and dosing; contemporary issues about hormone 

therapy and public understanding about the appropriate uses of hormone 

therapy. 

Identify adverse effects associated with drug-drug, drug-herbal, drugfood interactions. 

Evaluate multi-drug use in the elderly that affects their ability to selfmanage chronic diseases. 

Explain the financial impact of aging on women and their health care. 
37

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

B. Diseases and Conditions 

 Discuss general information about osteoporosis and its treatment; as 

well as treatment guidelines, controversies, and investigational agents 

used for this problem; osteoarthritis. 

Demonstrate knowledge of female cancers such as endometrial and 

ovarian cancer, colon, lung, and breast cancer: prevention and treatment. 

Discuss cardiac disease in men and women, including dyslipidemias, 

myocardial infarction, stroke, and hypertension. 

Evaluate diabetes, autoimmune and arthritis, dementia, and Alzheimer’s 

Disease. 

Demonstrate knowledge of HIV/AIDS. 

Discuss urinary incontinence and other genitourinary problems; fibrosis. 

Describe cosmetic issues including adult acne and rosacea, excessive 

hair growth, and other dermatologic problems. 

Discuss cataracts and macular degeneration. 

Demonstrate knowledge of psychiatric, psychosocial, and behavioral 

problems that affect this age group; depression; causality. 

Discuss sexual disorders and libido problems; sexual abuse and 

domestic violence, caregiver abuse of vulnerable populations, including 

direct and passive abuse (withholding of medication, transportation), 

and pharmacists’ role in recognizing abuse. 

Evaluate botanical/dietary supplements, OTCs, and non-pharmacologic 

treatment for each disease state/treatment area. 

*All disease states covered in therapeutics course(s) that are applicable 

should include treatment differences for women in this age category 

(e.g. autoimmune diseases and arthritis, cardiac disease, cancer, 

diabetes, etc.) with reference to other treatment differences, if known for 

other life span categories. 
38

APPENDIX VI: GENDER AND SEX-RELATED HEALTH CARE PHARMACY 

CURRICULUM GUIDE continued 

C. Wellness and Health Promotion 

 Discuss issues associated with pain management. 

Discuss nutrition and vitamin use; drug-nutrient interactions. 

Discuss the importance of physical exercise and minimal exercise 

requirements. 

Evaluate drugs in elderly and nursing home patients. 

Discuss literature reviews of clinical studies during this life period and 

how to address future needs. 

Counsel women about their specific needs during this time period. 
39 

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS 

Agency for Healthcare Research and Quality (AHRQ) 

Women’s Health Program

Mission: 

The mission of the Agency for Healthcare Research and Quality (AHRQ) is to improve the 

safety, quality, effectiveness, and efficiency of health care for all Americans. 

Web site: http://www.ahrq.gov/research/womenix.htm

Pathfinder page to consumer decision aids and clinical information on prevention and 

treatment: http://www.ahrq.gov/research/womenpath.htm

AHRQ Priority Areas on Women’s Health: 

• Enhancing the response of the health system to women’s needs. 

• Understanding gender differences. 

• Understanding and eliminating disparities in health care. 

• Empowering women to make better health care decisions. 

AHRQ supports research on all aspects of women’s health care, including quality, access, cost, 

and outcomes. A priority is given to identify and reduce disparities in the health care of minority 

women, address the health needs of women living in rural areas, and care for women with 

chronic illness and disabilities. AHRQ serves as a catalyst for change by promoting the results of 

research findings and incorporating those findings into improvements in the delivery and 

financing of health care. This important information is brought to the attention of policymakers, 

health care providers, and consumers who can make a difference in the quality of health care 

women receive. 

Selected Products: 

Hallmark Papers 

Correa-de-Araujo, R. A Wake-up Call to Advance Women's Health. Article originally published 

in Women's Health Issues 2004;14:31-4. Copyright© 2004 by the Jacobs Institute of Women’s 

Health. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/research/wmwakeup.htm

Women and Medications - The Journal of Women’s Health has published a special issue on 

improving the use and safety of medications in women, which was edited by Rosaly Correa-deAraujo, M.D., M.Sc., Ph.D., AHRQ's Director of Women’s Health and Gender-Based Research. 

The articles in this issue were based on discussions at an expert meeting called by Dr. Correa-deAraujo to highlight gender differences in medication use. Topics of the articles include evidence 

for gender and racial differences in drug response, the role of biological rhythms in medication 

safety for women, geriatric pharmacotherapy, and strategies for reducing the risk of medication 

errors in women. The entire free issue is available from 

http://www.liebertonline.com/toc/jwh/14/1?cookieSet=1
40

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Agency for Healthcare Research and Quality (AHRQ), Women’s Health Program 

continued 

Relevant Consumer Materials 

Women: Stay Healthy at Any Age—Checklist for Your Next Checkup. AHRQ Publication No. 

APPIP03-0008, January 2004. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/ppip/healthywom.htm

Women and Medicines: What You Need to Know. AHRQ Publication No. 03(05)-0019-A, April 

2005. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/consumer/wommed.htm

Surgery Choices for Women with Early-Stage Breast Cancer. Publication No. PHS 04-M053, 

August 2004. Rockville, MD, Agency for Healthcare Research and Quality. 

http://www.ahrq.gov/consumer/brcanchoice.htm

You Can Quit Smoking. Information kit for consumers. November 2003. U.S. Public Health 

Service. http://www.ahrq.gov/consumer/tobacco/

U.S. Preventive Services Task Force Relevant Recommendations for Women 

Below is a link to relevant recommendations from the USPSTF. Additional information as well 

as links to recommendations can be found at http://www.ahrq.gov/clinic/prevenix.htm

U.S. Preventive Services Task Force. Hormone Therapy for the Prevention of Chronic 

Conditions in Postmenopausal Women: Recommendation Statement. AHRQ Publication No. 05-

0576, May 2005. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/clinic/uspstf05/ht/htpostmenrs.htm

Evidence Reports on Topics Relevant to Women: 

Below are links to relevant evidence reports. Additional information as well as links to other 

evidence reports can be found at http://www.ahrq.gov/clinic/epcix.htm

Post-Myocardial Infarction Depression. May 2005. 

http://www.ahrq.gov/clinic/epcsums/midepsum.htm

The Use of Episiotomy in Obstetrical Care. May 2005. 

http://www.ahrq.gov/clinic/epcsums/epissum.htm

Perinatal Depression: Prevalence, Screening Accuracy, and Screening Outcomes. February 

2005. http://www.ahrq.gov/clinic/epcsums/peridepsum.htm

Pharmacologic Management of Heart Failure and Left Ventricular Systolic Dysfunction: Effect 

in Female, Black, and Diabetic Patients, and Cost-Effectiveness (July 2003) 

http://www.ahrq.gov/clinic/epcsums/hrtfailsum.htm
41 

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Agency for Healthcare Research and Quality (AHRQ), Women’s Health Program 

continued 

Results of Systematic Review of Research on Diagnosis and Treatment of Coronary Heart 

Disease in Women (May 2003) http://www.ahrq.gov/clinic/epcsums/chdwomsum.htm

Diagnosis and Treatment of Coronary Heart Disease in Women: Systematic Reviews of Evidence 

on Selected Topics (May 2003) http://www.ahrq.gov/clinic/epcsums/chdwtopsum.htm

Vaginal Birth After Cesarean (VBAC) (March 2003) 

http://www.ahrq.gov/clinic/epcsums/vbacsum.htm

Osteoporosis in Postmenopausal Women: Diagnosis and Monitoring (December 2002) 

http://www.ahrq.gov/clinic/epcsums/osteosum.htm

Management of Prolonged Pregnancy (May 2002) 

http://www.ahrq.gov/clinic/epcsums/prolongsum.htm

Management of Uterine Fibroids (July 2001) http://www.ahrq.gov/clinic/epcsums/utersumm.htm

Diagnosis and Management of Specific Breast Abnormalities (September 2001) 

http://www.ahrq.gov/clinic/epcsums/abnorsum.htm

Fact Sheets, Program Briefs, and Other Products: 

Women's Health Care in the United States: Selected Findings From the 2004 National 

Healthcare Quality and Disparities Reports. Fact Sheet. AHRQ Publication No. 05-P021. May 

2005. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/qual/nhqrwomen/nhqrwomen.htm

AHRQ Women's Health Highlights: Recent Findings. Program Brief. AHRQ Publication No. 05-

P004, January 2005. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/research/womenh1.htm

Health Care for Minority Women. Program Brief. AHRQ Publication No. 03-P020, May 2002. 

Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/research/minority.htm

Breast and Cervical Cancer Research Highlights. Program Brief. Agency for Healthcare 

Research and Quality, Rockville, MD. AHRQ Publication No. 03-P021, June 2003. 

http://www.ahrq.gov/research/breastca.htm

Research Findings #17: Women in the Health Care System: Health Status, Insurance, and 

Access to Care. March 2002. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.meps.ahrq.gov/papers/rf17_02-0004/rf17.htm

AHRQ Focus on Research: Health Care for Women. AHRQ Publication No. 02-M017, March 

2002. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/news/focus/focwomen.htm
42

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Agency for Healthcare Research and Quality (AHRQ), Women’s Health Program 

continued 

Research on Cardiovascular Disease in Women. Program Brief. AHRQ Publication No. 04-

P003, October 2003. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/research/womheart.htm

Care of Women in U.S. Hospitals, 2000. HCUP Fact Book No. 3. AHRQ Publication No. 02-

0044, October 2002. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/data/hcup/factbk3/factbk3.htm

Article Reprints, selected (available in print or to be downloaded from Web site) 

Correa-de-Araujo, R. A Wake-up Call to Advance Women's Health. Article originally published 

in Women's Health Issues 2004;14:31-4. Copyright© 2004 by the Jacobs Institute of Women's 

Health. Agency for Healthcare Research and Quality, Rockville, MD. 

http://www.ahrq.gov/research/wmwakeup.htm

Correa-de-Araujo R, Stone P, Clarke S. Challenges in healthcare systems and women's 

caregiving roles [conference summary]. Emerg Infect Dis [serial on the Internet.] 2004 Nov; 

10(11). 

Stone PW, Clarke SP, Cimiotti J, Correa-de-Araujo R. Nurses' working conditions: implications 

for infectious disease. Emerg Infect Dis [serial on the Internet.] 2004 Nov; 10(11). 

Correa-de-Araujo R, Clancy C. Gender-specific medicine: principles of gender-specific medicine 

[book review]. JAMA 2004 Dec 15; 292(13):2921-2. 

Atkins D, Walsh J, Pignone M, et al. Lipid screening in women. Journal of the American 

Medical Association 2000; 55(4): 234-40. (AHRQ 00-R043) 

Bierman A, Clancy C. Making capitated Medicare work for women: policy and research 

challenges. Women’s Health Issues 2000; 10(2): 59-69. (AHRQ (00-R025) 

Clancy C, Bierman A. Quality and outcomes of care for older women with chronic disease. 

Women’s Health Issues 2000; 10(4). (AHRQ 00-R059) 

Altman B, Taylor A... Women in the health care system. Health status, insurance, and access to 

care. MEPS Research Findings no.17, November 2001. (AHRQ 02-0004) 

Case C, Johantgen M, Steiner C. Outpatient mastectomy: clinical, payer, and geographic 

influences. Health Services Research 2001; 36(5): 869-84. (AHRQ02-R008) 

Kass-Bartelmes B, Altman B, Taylor A. Disparities and gender gaps in women’s health, 1996. 

MEPS Chartbook No.8 October 2001 (AHRQ 00-R010) 

Bierman a, Haffer S, Hwang Y. Health disparities among older women enrolled in Medicare 

managed care. Health Care Financing Review 2001; 22(4): 187-98. (AHRQ 02-R006) 
43 

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Agency for Healthcare Research and Quality (AHRQ), Women’s Health Program 

continued 

Bierman A, Clancy C. Health disparities among older women: identifying opportunities to 

improve quality of care and functional health outcomes. Journal of the American Medical 

Women Association 2001; 56(4): 155-60. (AHRQ02-R023) 

Farquhar C, Steiner C. Hysterectomy rates in the United States, 1990-1997. Journal of the 

American College of Obstetrics and Gynecology 2002; 99(2): 229-34. (AHRQ03-R004) 

Farquhar C, Naoom S, Steiner C. The impact of endometrial ablation on hysterectomy rates in 

women with benign uterine conditions in the United States. International Journal on Technology 

Assessment in Health Care 2002; 18(3):625-34. (AHRQ 02-0025) 

Improving maternal; health care: the next generation of research on quality, content, and use of 

services. AHRQ, Conference Summary Report. 2002. (AHRQ02-0025) 

Resources in Spanish http://www.ahrq.gov/consumer/espanoix.htm

AHRQ funding opportunities includes summaries, application deadlines, and links to 

guidance for all AHRQ programs. http://www.ahrq.gov/fund/funding.htm

For more information about products: 

AHRQ Publications Clearinghouse 

P.O. Box 8547 

Silver Spring, MD 20907-8547 

Telephone: 800-358-9295 

TDD service: 888-586-6340 

E-mail: ahrqpubs@ahrq.gov

Contact: 

Rosaly Correa-de-Araujo, MD, MSc, PhD 

Director of Women’s Health and Gender-Based Research 

Agency for Healthcare Research and Quality 

John M. Eisenberg Building 

540 Gaither Road 

Rockville, Maryland 20850 

Phone (301) 427-1550 Fax (301) 427-1561 

rcorrea@ahrq.gov
44

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

U.S. Department of Health and Human Services 

Office on Women’s Health (OWH) 

Mission: 

In the U.S. Department of Health and Human Services (HHS), Office on Women's Health 

(OWH) is the Government’s champion and focal point for women’s health issues, and works to 

redress inequities in research, health care services, and education that have historically placed the 

health of women at risk. The Office on Women’s Health coordinates women’s health efforts in 

HHS to eliminate disparities in health status and supports culturally sensitive educational 

programs that encourage women to take personal responsibility for their own health and 

wellness. 

National Women’s Health Information Center (NWHIC) Web site: 

http://www.womenshealth.gov

Various publications can be ordered by calling 1-800-994-9662 or by visiting 

www.womenshealth.gov. There is no charge for this service. 

Girl’s Health: www.girlshealth.gov 

For a list of OWH’s activities and publications by topic: 

http://www.womenshealth.gov/owh/index.htm 

For OWH publications: http://www.womenshealth.gov/OWH/pub/index.htm 

For FAQs on women’s health (including Spanish): http://www.womenshealth.gov/faq/index.htm 

Information on important screenings for women’s health: http://www.womenshealth.gov/tools/ 

http://www.womenshealth.gov/screeningcharts/index.htm 

Residencies in Women's Health: http://www.womenshealth.gov/owh/resfel/index.htm 

Popular publications include: 

Women's Health Daybook: http://www.womenshealth.gov/pub/daybook.2005/index.htm 

A Lifetime of Good Health: Your Guide to Staying Healthy 

http://www.womenshealth.gov/pub/05prevguide.pdf

Pick Your Path to Health calendars: http://www.womenshealth.gov/pypth/education.html 

Information on campaigns: 

http://www.womenshealth.gov/owh/campaigns.htm 

Information on the National Centers of Excellence in Women’s Health: 

http://www.womenshealthgov/COE/index.htm

Information on the National Community Centers of Excellence in Women’s Health: 

http://www.womenshealth.gov/owh/CCOE/index.htm 

Information on the National Rural Frontier Women’s Health Coordinating Centers: 

http://www.womenshealth.gov/owh/RFCC/index.htm
45

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Food and Drug Administration (FDA) 

Office of Women’s Health (OWH) 

Mission: 

The Food and Drug Administration's Office of Women’s Health (OWH) serves as a champion for 

women’s health both within and outside the agency. To achieve its goals, OWH: 

• Ensures that FDA functions, both regulatory and oversight, remain gender sensitive and 

responsive; 

• Works to correct any identified gender disparities in drug, device and biologics testing, and 

regulation policy; 

• Monitors progress of priority women’s health initiatives within FDA; 

• Promotes an integrative and interactive approach regarding women’s health issues across all 

the organizational components of the FDA; and 

• Forms partnerships with government and non-government entities, including consumer 

groups, health advocates, professional organizations, and industry, to promote FDA’s 

women’s health objectives. 

Web site: http://www.fda.gov/womens

OWH Science Program/Initiatives: 

• Pioneering New Frontiers in Women’s Health: OWH Science Program 

http://www.fda.gov/womens/science.html

• Pregnancy Initiatives: Enhancing Health for Mother & Child: 

http://www.fda.gov/womens/registries/default.htm

• Encouraging Safe Participation: Women in Clinical Trials: 

http://www.fda.gov/womens/trials.html

• Managing Information: Demographic Information and Data Repository (DIDR): 

http://www.fda.gov.womens/didr/default.htm

For general science information, you can also check out www.science.gov, which will connect you 

with FirstGov for science, a site that links to U.S. Government Science and Technology information. 

OWH Outreach Program: 

• Promoting Health Through Education: http://www.fda.gov/womens/tttc.html

OWH Fact Sheets:

• Information for Health Care Providers: http://www.fda.gov/womens/info-health.html

• Information for Researchers: http://www.fda.gov/womens/info-researchers.html

• Menopause and Hormones: http://www.fda.gov/womens/menopause/default.htm

OWH Library-Publications on Women’s Health Issues: 

• Important Women’s Health Topics: http://www.fda.gov/womens/informat.html

• Related Women’s Health Publications: http://www.fda.gov/womens/pubs.html

For more women’s health publication materials, you may also check http://www.womenshealth.gov. 

For more information: 

Phone: 301-827-0350 

Fax: 301-827-0926 
46

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

Health Resources and Services Administration (HRSA) 

Office of Women’s Health (OWH) 

Mission: 

HRSA’s mission is to improve the nation’s health by ensuring equitable access to 

comprehensive, culturally competent, quality health care for all. The guiding principle of HRSA 

OWH is “Healthy Women Build Healthy Communities.” The HRSA OWH provides a crosscutting and coordinated focus to eliminate gender-based disparities, and ensure that all women 

receive comprehensive, culturally competent, quality health care. 

Web site: http://www.hrsa.gov/womenshealth/

OWH Initiatives: 

• Bright Futures for Women’s Health and Wellness Initiative: 

http://www.hrsa.gov/womenshealth/brightfut.htm

• Women’s Health in Health Professions Curricula 

• Lupus Training in the Border Region 

• National Domestic Violence Hotline Evaluation 

OWH Overview Sheets 

• Bright Futures for Women’s Health and Wellness Overview 

http://www.hrsa.gov/womenshealth/bfwhw.htm

HRSA Publications: 

• Women’s Health USA Databooks 

http://www.hrsa.gov/womenshealth

• Bright Futures for Women’s Health and Wellness, Physical Activity and Healthy Eating 

Guide and Wallet Card for Young Women 

http://hrsa.gov/womenshealth/mybrightfuture/menu.html

The annual HRSA Grant Preview includes summaries, application deadlines, and links to 

guidance for all HRSA programs with competitions. The Preview is posted on 

www.hrsa.gov. 

For more information: 

HRSA Information Center 

http://www.ask.hrsa.gov/index.cfm

1-888-ASK-HRSA (275-4772) 
47

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

National Institutes of Health (NIH) 

Office of Research on Women’s Health (ORWH) 

Mission: 

The Office of Research on Women’s Health (ORWH) (a) advises the NIH Director and staff on 

matters relating to research on women’s health; (b) strengthens and enhances research related to 

diseases, disorders, and conditions that affect women; (c) ensures that research conducted and 

supported by NIH adequately addresses issues regarding women’s health; (d) ensures that 

women are appropriately represented in biomedical and biobehavioral research studies supported 

by the NIH; (e) develops opportunities for and supports recruitment, retention, re-entry, and 

advancement of women in biomedical careers; and (f) supports research on women’s health 

issues. 

ORWH Web site: http://www4.od.nih.gov/orwh/

ORWH Fact Sheet: 

• http://www4.od.nih.gov/orwh/ORWH_Factsheet.pdf

ORWH Interdisciplinary Initiatives: 

• Scientific Centers on Research on Sex and Gender Factors Affecting Women’s Health 

(SCOR) and Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) 

http://www4.od.nih.gov/orwh/resPrograms.html

ORWH Research and Programs: 

• Co-funded research, support for ongoing research, scientific workshops and special 

projects sponsored by ORWH such as Chronic Fatigue Syndrome and breast implants 

http://www4.od.nih.gov/orwh/research.html

Inclusion of Women in NIH-supported Clinical Research: 

• Comprehensive reports on tracking and inclusion, the NIH Outreach Notebook and 

FAQs, NIH Inclusion policy http://www4.od.nih.gov/orwh/inclusion.html

Women in Biomedical Careers: 

• Links to 1999 AXXS and Wish-net, general information on ORWH career development 

programs and initiatives http://www4.od.nih.gov/orwh/career.html

General NIH Web Resources on Women’s Health: 

• Information on upcoming events sponsored by ORWH, the NIH Women’s Health exhibit 

and videocasts of past seminars and meetings. Also, includes the main link to NIH 

(www.nih.gov). 

• ORWH events: http://www4.od.nih.gov/orwh/events.html

• Videocasts: http://www4.od.nih.gov/orwh/video.html 
48

APPENDIX VII: COMPILED LIST OF INSTRUCTIONAL RESOURCES AVAILABLE 

FROM FEDERAL CO-SPONSORS continued 

National Institutes of Health (NIH), Office of Research on Women’s Health (ORWH) 

continued 

NIH Web Resources on Menopausal Hormone Therapy: 

• National Institutes of Health http://www.nih.gov/PHTindex.htm 

• Medline Plus http://www.nlm.nih.gov/medlineplus/hormonereplacementtherapy.html

• National Heart, Lung & Blood Institute 

http://www.nhlbi.nih.gov/health/women/index.htm

• Menopause Management and Hormone Therapy 

http://www4.od.nih.gov/orwh/menopause.html

• National Cancer Institute http://www.cancer.gov/newscenter/estrogenplus

• A Working Document: NIH Research and Other Efforts Related to the Menopausal 

Transition (March 2005) http://orwh.od.nih.gov/menopauseupdate2005.pdf

• National Institute on Aging http://www.niapublications.org/engagepages/menopause.asp

• National Center for Complementary and Alternative Medicine 

http://nccam.nih.gov/health/alerts/menopause

• Women's Health and Menopause: A Comprehensive Approach 

http://www.nhlbi.nih.gov/health/prof/heart/other/menopaus/index.htm

ORWH Publications: 

• Section includes Agenda for Research on Women’s Health in the 21st Century, ORWH 

publication order form, articles and reports about women of color, sex and gender factors 

in medical research, recruitment and retention, breast implant research, and much more. 

http://www4.od.nih.gov/orwh/pubs.html

For More Information: 

Email: ODORWH-RESEARCH@mail.nih.gov 

Phone: (301) 402-1770 

Fax: (301) 402-1798 
49

APPENDIX VIII: SAMPLE LETTER SENT TO PROGRAM DIRECTORS AND 

PRINCIPAL INVESTIGATORS ASSOCIATED WITH KEY FEDERALLY-FUNDED 

WOMEN’S HEALTH INITIATIVES 

AMERICAN ASSOCIATION OF COLLEGES OF PHARMACY

1426 Prince Street • Alexandria, Virginia 22314 • 703/739-2330 • fax: 703/836-8982

Date: April 2, 2004 

To: Program Directors: National Centers of Excellence in Women’s Health

Marietta Anthony, Ph.D., manthony@email.arizona.edu

Karen Freund, M.D., M.P.H., karen.freund@bmc.org

Maureen G. Phipps, M.D., M.P.H., mphipps@wihri.org

Janet Pregler, M.D., japregler@mednet.ucla.edu

Nancy Milliken, M.D., millikenn@medsch.ucsf.edu

JudyAnn Bigby, M.D., jbigby@partners.org

Stacie Geller, Ph.D., sgeller@uic.edu

Rose S. Fife, M.D., rfife@iupui.edu

Sharon Hillier, Ph.D., shillier@mail.magee.edu

Ana E. Núñez, M.D., nunez@drexel.edu

Margaret Punch, M.D., mpunch@umich.edu

Nancy C. Raymond, M.D., raymo002@umn.edu

Annette K. Low, M.D., alow@medicine.umsmed.edu 

Michelle Berlin, M.D., M.P.H., berlinm@ohsu.edu

Delia M. Camacho, Ph.D., deliacamacho@cprs.rcm.upr.edu

Jeanette H. Magnus, M.D., Ph.D., jmagnus@tulane.edu

Emily Y. Wong, M.D., MHA, F.A.C.P., ewong@u.washington.edu

Marcia G Killien, R.N., Ph.D., killien@u.washington.edu

Molly Carnes, M.D., M.S., mlcarnes@facstaff.wisc.edu

Susan G. Kornstein, M.D., skornste@mail2.vcu.edu

From: Susan M. Meyer, Ph.D. 

 Senior Vice President 

 American Association of Colleges of Pharmacy 

Re: Resources to Facilitate Integration of Women’s Health into Health Professions Education 

and Training 
50

The American Association of Colleges of Pharmacy, as director of the “Health Professions 

Training, Education, and Competency: Women’s Health in the Pharmacy School Curriculum” 

project, has produced two new resources to support the integration of women’s health issues into 

health professions education programs. The two-year project, now in its sixth quarter of 

development, involves the analysis of the current status of women’s health issues within the 

professional degree program in pharmacy, including content and instructional delivery format. 

Using the results of the analysis, a framework for a curriculum in women’s health has been 

outlined to guide the integration of women’s health issues into the pharmacy curriculum and will 

be used to inform the development of curricular resources to support women’s health-related 

instruction. The framework is available on the AACP Web site at: 

http://www.aacp.org/site/tertiary.asp?TRACKID=&VID=2&CID=879&DID=5673

In addition, a link to the curriculum framework is posted on the Health Resources and Services 

Administration (HRSA) Web site at: http://www.hrsa.gov/WomensHealth/wh_relatedpub.htm

In cooperation with the Federal sponsors of the project at HRSA, a list of women’s health-related 

publications, initiatives, contact information, and grant and funding opportunities available from 

Federal women's health offices is now posted on the AACP Web site in the Resources, Women’s 

Health section: http://www.aacp.org/site/page.asp?VID=1&CID=879&DID=5620&TrackID=

The project is funded by the U.S. Department of Health and Human Services, Health Resources 

and Services Administration; National Institutes of Health, Office of Research on Women’s 

Health; the Agency for Healthcare Research and Quality; the Food and Drug Administration, 

Office of Women’s Health; and the HHS Office on Women’s Health. For more information on 

the project, contact Susan Meyer, Ph.D., AACP senior vice president, at smeyer@aacp.org. 

cc: Sabrina Matoff, M.A. (HRSA Office of Women’s Health) smatoff@hrsa.gov