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The purpose of this study was to determine if the TV approach for instructing drug information systems is more efficient in terms of cost and learning effectiveness vs. traditional educational programming. The Iowa Drug Information Service system was selected as a typical representative for a study model. Second professional year pharmacy students (N = 66) were evaluated in a random selection, pre-test post-test, controlled experimental procedure. A 19 minute UTCHS in-house production served as the experimental variable. The control group received equivalent training (time and content) via lecture notes, and on-site practice coaching. Outcomes were assessed according to objective test score criteria and 10 subjective self-rating opinion scales. The data revealed that students subjected to the TV variable achieved significantly better post-exposure test scores (P = 0.002). A one-time cost of +500 was expended for complete TV production and three tapes, resulting in unlimited teaching capacity and recoverable within two years relative to instructor time expenditures for this system. Five of 10 opinion scales were significantly different in comparison, and students clearly preferred traditional teaching over our TV production. This investigation substantiates previous reports from medical disciplines wherein TV was an effective teaching approach but only mildly popular. The repetitive nature of didactic drug information systems training, superior TV outcomes, and cost-effectiveness warrants a mix of TV and limited personalized instruction as a policy approach.

Nontraditional variables associated with minority student success in the health sciences have been identified by Sedlacek and his associates. These eight variables-positive self-concept, realistic self-appraisal, understanding and dealing with racism, long-range goals, availability of a strong support person, leadership, community service and medical interests-are examined with respect to their incorporation into the summer enrichment programs for talented minority students conducted at the University of Tennessee Center for the Health Sciences (UTCHS) during the years 1982-1984. Student comments and illustrations from the summer program's curriculum are provided for five of Sedlacek's variables to demonstrate how the UTCHS program is able to further the development of these nontraditional variables as well as to strengthen the cognitive abilities of students in basic science, mathematics, and communication. Evaluations of the summer program have revealed that the students have an increased academic self-concept, a more realistic view of the requirements to become a health professional, and an enhanced awareness of the health care environment.