Pharmacy During Colonial Times Continental European Practice vs English Reflection

Reflect on the content assigned for Week #2 using the below questions as a guide, at a minimum:

What do you think are the most important impact points of this time period on today’s practice?

How do think things would be different if Pharmacy during the Colonial Time was modeled more on the continental European practice vs. English practice? (Hint: look at chapters on Germany, France, Italy, Spain)

Locate additional resources for the content of Week #2. Describe what you found.

How effective was the PowerPoint material in presenting this information?

What other relevant questions would you ask about this content?

Rennebohm Hall n University of Wisconsin-Madison School of Pharmacy
777 Highland Avenue n Madison, WI 53705-2222 n 608.262.5378 n aihp@aihp.org
This slide presentation was compiled and produced by Robert
McCarthy, Ph.D., Professor and Dean Emeritus at the University of
Connecticut School of Pharmacy for his class “The History of
American Pharmacy.” Prof. McCarthy created this version of the
slide talk for his class in the Spring of 2016.
This slide presentation was downloaded from the Teaching the
History of Pharmacy section of the website of the American Institute
of the History of Pharmacy (https://aihp.org/historicalresources/teaching-the-history-of-pharmacy/) where a copy of the
syllabus (.pdf) for Prof. McCarthy’s class is also available.
This .pdf copy of the slide presentation was shared with the permission
of Prof. Robert McCarthy for the personal and educational use of
interested readers.
EARLY PHARMACY IN
AMERICA
PHRX 4001W-002
The History of American Pharmacy
Spring 2016
Source: American Pharmacists Association.
American
pharmacy comes
from roots in
modest English
shops as well as
wholesalers
(druggists) &
general stores
England, 1804
E A R LY P H A R M AC Y I N A M E R I C A
v 1638: John Johnstone (in future New Jersey), a Scottish apothecary
founded a settlement there.
v 1653: Gysbert van Imbroch (in future New York), a Dutch
surgeon, who practiced medicine and sold drugs in a general store;
may have operated the first “drug store” in North America as part of
a multi-purpose dispensary.
E A R LY P H A R M AC Y I N A M E R I C A
v New England
• 1630: Boston is founded and Governor John Winthrop and his son
took an avid interest in preparing medicines; they employed a trained
British apothecary, Robert Cooke, to assist them, importing herbs
from Europe; the younger Winthrop also prepared compounds from
saltpeter, antimony, mercury, tartar, sulfur, and iron and became one
of the first people in North America to prepare pharmaceuticals.
• 1646: The first mention of a dispensary in British North America
operated by William Davis of Boston.
• Elizabeth Gooking Greenleaf (1681–1762), the first woman to
practice as an apothecary during the colonial era; in 1727, she opened
an apothecary shop with her husband in Boston.
Very few apothecary shops in Colonial America
Governor John Winthrop by Robert Thom, Parke-Davis series
E A R LY P H A R M AC Y I N A M E R I C A
v 1729: Irish immigrant Christopher Marshall established an apothecary
shop in Philadelphia, which ultimately manufactured pharmaceuticals,
served as a drug wholesaler (druggist) to physicians and large landholders,
and trained apothecaries; during the American Revolution, he supplied
medicines to the American troops under General George Washington; in
1805, his daughter Elizabeth became the first American woman
apothecary; in 1821, his son Charles became the first president of the
Philadelphia College of Pharmacy.
E A R LY P H A R M AC Y I N A M E R I C A
v Apothecary (Physician or Pharmacist)-a preparer and compounder
of medicinal products
v Pharmacist /Druggist (Pharmacist Owner)
v Drug Clerk (Employee Pharmacist)
v Materia Medica-a collection of the therapeutic properties of
medicine (pharmacology)
E A R LY P H A R M AC Y I N A M E R I C A
v Health practitioners were few among early settlers
v “Heroic Medicine” (Dr. Benjamin Rush)
v Home remedies, home medical books
v Physician-run apothecary shops
v Druggists
• Wholesale medicines
• Patent medicines (nostrums)
• Luden’s Cough Drops, Fletcher’s Castoria (now Laxative)
E A R LY P H A R M AC Y I N A M E R I C A
v Almost all medicines imported from England
v Revolutionary War led to development of domestic sources of
medicine
• Growing up in Connecticut, Benedict Arnold trained as an
apothecary in Norwich; starting in 1764, he owned and operated a
drugstore in New Haven.
v Most compounding occurred in physician’s offices; number of
non-physician pharmacy practitioners was small
Benedict Arnold,
Apothecary,
c. 1765, New Haven
E A R LY P H A R M AC Y I N A M E R I C A
v 18th and Early 19th Century Drugs
• Anodynes (pain relievers): opium and laudanum (opium, saffron, and Canary wine)
• Anti-arthritics: Epsom salt or cinchona
• Anti-dysentery: ipecac, paregoric
• Anti-pyretics (for fever): emetics, cinchona, laxatives, and cold baths
• Emetics (to induce vomiting to treat food poisoning): tartar emetic, ipecac, honey
• Muscle spasms: opium, wine, cinchona, and oil of amber
• Intestinal irritation: purgatives or cathartics including Glauber’s Salts, Plummer’s Pills,
ipecac, jalap, calomel, salme, rhubarb, castor oil, and Epsom salts
• Sudorifics or diaphoretics (to induce perspiration): camphor, Dover’s Powder (opium
and ipecac), and rhubarb
• Diuretics (to treat edema by increasing urine flow): milk, extracts of dandelions, juniper
berries, and lemon juice
E A R LY P H A R M AC Y I N A M E R I C A
v Hospital Pharmacy
• Dr. Thomas Bond and Benjamin Franklin established Pennsylvania
Hospital in 1751 in Philadelphia, North America’s first hospital.
• 1752: Jonathan Roberts, America’s first hospital “pharmacist”; like most
early hospital pharmacists (including at the Massachusetts General
Hospital) he was an apprentice physician
• Roberts’ successor proposed separating pharmacy practice from medical
practice.
• By 1811, the New York Hospital employed a full-time pharmaceutical
practitioner.
• Most 19th century (and before) patients were treated at home, limiting the
need for hospital pharmacists.
E A R LY P H A R M AC Y I N A M E R I C A
v Hospital Pharmacy
• The demand for hospital pharmacists increased during the Civil War;
these individuals had expertise in drug preparation manufacturing
and in buying drugs.
• With an increase in immigration to the U.S. after the Civil War,
demand for hospitals also increased to meet the expanding
population; the growth in the number of hospitals also led to an
increased demand for hospital pharmacists as hospitals realized it was
more cost-effective to fill prescription in-house rather than use
community pharmacies.
E A R LY P H A R M AC Y I N A M E R I C A
v Early 1800s: formal instruction in medical schools versus
apprenticeship model
v Physicians began to write prescriptions for apothecaries to
compound and dispense leading to a growth in pharmacy
v 1808: Massachusetts Pharmacopoeia
v 1820: Pharmacopoeia of the United States of America
E A R LY P H A R M AC Y I N A M E R I C A
v First two schools of pharmacy established
• Philadelphia College of Pharmacy (1821)
• Massachusetts College of Pharmacy (1823)
v In the 1830s, physicians generally supported the emergence of
pharmacy and establishment of pharmacy schools.
v Establishment of the American pharmaceutical industry
v Potent drugs were added to the materia medica
E A R LY P H A R M AC Y I N A M E R I C A
v Between 1820 and 1860, the practice of pharmacy emerged from
the practice of medicine
• Apothecary shops became more standardized in the stock they
carried; patent medicines became very profitable
•
•
•
•
•
•
Drugs and medicines
Surgical supplies
Artificial teeth and limbs
Dyestuffs
Essences
Chemicals
E A R LY P H A R M AC Y I N A M E R I C A
v By the 1840s, tensions grew between physicians and pharmacists
• The focus of pharmacists shifted to directly caring for patients
versus doing the bidding of physicians.
• Apothecaries began to fill prescriptions without physician
authorization.
• Medical schools increased the number of graduates, many of whom
wanted to practice in cities, leading to a direct conflict with
pharmacists in their care of patients.
E A R LY P H A R M AC Y I N A M E R I C A
v Inferior drug products being shipped from Europe becomes an
even more serious problem in the 1840s
• Increased regulation of the European drug market
• Alkaloidal chemistry allowed for extraction of the active ingredient
from the plan (unfortunately, these plants were often sent to America
absent the active drug)
• Drug Importation Act of 1848—established examiners at several
points of entry to check quality, purity and fitness
E A R LY P H A R M AC Y I N A M E R I C A
v Although initially successful, the Drug Importation Act of 1848
eventually failed because of the appointment of incompetent
inspectors (as a result of political cronyism); the failure of this law led
to a convention of pharmacists in NYC in 1851, which ultimately led
to calls for a national pharmacy organization (APhA).
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
Source: American Pharmacists Association.
PHRE 5345 Pharmacists, Pharmaceuticals, and the Media
ONLINE ANALYTICAL DISCUSSION INFORMATION
Participation Guidelines
You are expected to participate actively in the scheduled online analytical discussions. In order to do this, you must create a substantive post for
each of the four (4) assigned discussion topics by the deadline. Each post should demonstrate your achievement of the participation criteria. In
addition, you should respond to the postings of at least two of your fellow learners for each discussion question (unless the discussion instructions
state otherwise). These responses to other learners should be substantive posts that contribute to the conversation by asking questions, respectfully
debating positions, and presenting supporting information relevant to the topic. Also, it is your responsibility to respond to any follow-up
questions the instructor directs to you in the Discussion area of Blackboard in a timely matter (within 24 hours).
In order to permit other learners time to respond, you must submit your initial posts in the Discussion area by Tuesday at 23:55 (11:55 pm
EDT) (just before midnight). Responses to other learners’ posts are due by the following Friday (last day of each segment) at 23:55 EDT.
Timeline for Analytical Discussion Posts
Sunday
Monday
Tuesday
Wednesday Thursday
Friday
Weekly Discussion Schedule
Segment
Begins
Read,
reflect,
research,
and write
Initial
Discussion
Post due
Engage and
respond with
classmates
ALL
Responses
DUE
Segment
Ends
Online Analytical Discussion Scoring Rubric
Due Date: Weeks one, two, four, and six
Percentage of Course Grade: 30%
{see next page}
Saturday
2
PHRE 5345 Online Analytical Discussion Grading Rubric
Proficient
(2 points)
Distinguished
(3 points)
Learner does not post
Learner responds to fewer
responses to fellow learners. than the minimum number
of request posts to fellow
learners.
Learner responds to the
requisite number of posts
to fellow learners and
sometimes posts more than
the requirements.
Learner consistently
responds to more than the
requisite number of posts
to fellow learners.
Quality in Completeness: Responses
address all aspects of the question.
Responses do not address the Responses do not
question or are not relevant consistently address all
to the discussion prompts.
aspects of the question.
Responses address all
aspects of the question.
Responses address all
aspects of the question and
extend the dialog.
3
Quality in Critical Thinking: Responses
show evidence of critical thinking.
Responses do not
demonstrate evidence of
critical thinking.
Responses show evidence
of critical thinking.
Responses show evidence
of critical thinking at a
high level.
4
Quality in Peer-to-Peer Interaction:
Responses to other learners include
substantive feedback that extends the
discussion by raising questions and sharing
additional resource information when
appropriate. Learner often responds to
feedback received from other learners, as
appropriate.
Learner rarely or never posts Responses to other
feedback to other learners.
learners seldom include
substantive feedback that
extends the discussion.
Learner occasionally
responds to feedback
received from other
learners.
Responses to other
learners include
substantive feedback that
extends the discussion by
raising questions and
sharing additional resource
information, when
appropriate. Learner often
responds to feedback
received from other
learners, as appropriate.
Responses to other
learners are insightful and
provide substantive
feedback that extends the
discussion by consistently
raising new questions,
fosters critical thinking,
and leads to the refinement
of ideas. Learner responds
to feedback received from
other learners, as
appropriate, and continues
the dialog.
5
Quality in Use of Discussion Guidelines
(in syllabus): Responses show evidence of
analysis and synthesis to create a strong,
substantive post that states the case and
supports the evaluation with evidence as
needed.
Responses do not follow any Responses show minimal
of the discussion guidelines. analysis and synthesis to
create a strong post that
partially states the case
and contains minimal
evidence.
Responses show evidence
of analysis and synthesis
to create a strong,
substantive post that states
the case and supports the
evaluation with evidence.
Responses show evidence
of analysis and synthesis
to create a strong,
substantive discussion post
that states the full case,
supports the evaluation
with evidence, and raises
new questions or describes
what remains unanswered.
#
Criterion
1
Participation Responsiveness: Learner
responds to the requisite number of posts to
fellow learners and sometimes posts more
than the requirements.
2
Non-performance
(0 points)
Basic
(1 point)
Responses show minimal
evidence of critical
thinking.
TOTAL => 15 Points