The Necessity of Using Heparin in an UltraTag™ RBC Kit when Tagging Blood for a Nuclear Medicine Study

The purpose of this research was to evaluate the need to use heparin when preparing an UltraTag red blood cell (RBC) kit for a nuclear medicine study. Methods: Nonheparinized blood samples (n = 15) and heparinized blood samples (n = 15) were added to UltraTag RBC kits. The samples were examined for macroscopic blood clotting and microscopic platelet clumping. As a control, samples with heparin (n = 15) and without heparin (n = 15) were used to help evaluate the effectiveness of the anticoagulant properties within the UltraTag RBC kit (sodium citrate) and whether those properties played a role in preventing clots or clumps. To detect clotting, the wooden applicator stick method was used. To detect clumping, blood smears were evaluated using a light microscope. The two samples were compared for presence of clots and clumps. Fisher exact testing was used to evaluate the significance of the data. Results: For the UltraTag RBC group, 2 of the 15 nonheparinized samples clotted and none of the 15 heparinized samples clotted; for the control group, 2 of the 15 nonheparinized samples clotted and none of the 15 heparinized samples clotted. For the Ultra-Tag RBC group, 3 of the 15 nonheparinized samples clumped and 3 of the 15 heparinized samples clumped; for the control group, 15 of the 15 nonheparinized samples clumped and 10 of the 15 heparinized samples clumped. Conclusion: When heparin is not used, the Ultra-Tag RBC kit is more likely to form clots. Heparin should always be used when preparing an Ultra-Tag RBC kit for a nuclear medicine study

Implementing Pharmacy Informatics in College Curricula: The AACP Technology in Pharmacy Education and Learning Special Interest Group

Many professional organizations have initiatives to increase the awareness and use of informatics in the practice of pharmacy. Within education we must respond to these initiatives and make technology integral to all aspects of the curriculum, inculcating in students the importance of technology in practice. This document proposes 5 central domains for organizing planning related to informatics and technology within pharmacy education. The document is intended to encourage discussion of informatics within pharmacy education and the implications of informatics in future pharmacy practice, and to guide colleges of pharmacy in identifying and analyzing informatics topics to be taught and methods of instruction to be used within the doctor of pharmacy curriculum

Implementing Pharmacy Informatics in College Curricula: The AACP Technology in Pharmacy Education and Learning Special Interest Group

Many professional organizations have initiatives to increase the awareness and use of informatics in the practice of pharmacy. Within education we must respond to these initiatives and make technology integral to all aspects of the curriculum, inculcating in students the importance of technology in practice. This document proposes 5 central domains for organizing planning related to informatics and technology within pharmacy education. The document is intended to encourage discussion of informatics within pharmacy education and the implications of informatics in future pharmacy practice, and to guide colleges of pharmacy in identifying and analyzing informatics topics to be taught and methods of instruction to be used within the doctor of pharmacy curriculum