Doctor of Pharmacy (Pharm.D)
Pharmacy
University of Toledo
1993
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Faculty
Faculty
Bisrat Hailemeskel
School/College
- College of Pharmacy
Biography
Dr. Bisrat Hailemeskel is currently serving as a Vice Chair for the Department of Clinical & Administrative Pharmacy Sciences in the College of Pharmacy oversleeping the Office of Continuing Professional Education. He is also the Co-Director for International Grants. He joined Howard University in 1997 as an assistant professor and then later promoted to an Associate Professor with tenure in 2004.
Besides these role, he is also the Director of Drug Information Services at Howard University Hospital. His research work in Africa on HIV/AIDS related capacity building project started in 2006 when he received a major funding from PEPFAR/HERSA through American International Health Alliance. The goal of this project was to assist in building the higher educational institutions in Ethiopia in their teaching capability towards patient care pharmacy services particularly on antiretrovirals management and HIV/AIDs related clinical experiences. As the Principal Investigator/Project Director, he played a significate role in changing the pharmacy education towards a patient care training through train the trainer program, bringing participants to Howard University, providing teaching and research material and providing ongoing consultation.
Dr. Hailemeskel was a recipient of 2007 -2008 Fulbright Scholarship as teacher/research fellowship, from the US Department of States, to teach and conduct HIV/AIDS related research in Africa.
Since 2014, he has been serving as a Fulbright Visiting Professor by the US State Department.
In 2010, he also received the “Outstanding Faculty” Award from Howard University Alumni Association.
Dr. Hailemeskel has over 50 publications in pear reviewed national and international journals.
Education & Expertise
Education
Master's of Science (M.Sc.)
Analytical Chemistry
Addis Ababa University
1987
Bachelor of Pharmacy (B.Pharm)
Pharmacy
Addis Ababa University
1981
Expertise
Clinical Pharmacy
Medication Use
Traditional Medicine
Education
Academics
Academics
Integrative Therapeutics IIIA
Alternative, Complimentary & Natural Medicine
Integrative Therapeutics I Lab
Integrative Therapeutics II Lab
Integrative Therapeutics III Lab
Research in Clinical
Research
Research
Specialty
Medication use and misuse & Traditional and herbal medicineFunding
Principal Investigator: Food & Drug Administration (FDA): The Opioid Analgesic REMS Program Companies. FUNDED: Grant ID: EG-000373. 2018 - 2019. Amount: $85,899.00
Accomplishments
Accomplishments
2014 – Current FULBRIGHT VISITING PROFESSOR
2010 - DISTINGUISHED FACULTY OF THE YEAR AWARD RECIPIENT: HU Alumni Association, Washington, DC
2006-2014 PRINCIPLE INVESTIGATOR: HU– Addis Ababa University Twinning Partnership.
2006-2016 EXECUTIVE DIRECTOR: Nationwide Training Institute, 2004 Rhode Island Ave, NE, Washington, DC 20018
2007–2008 FULBRIGHT FELLOWSHIP AWARD RECIPIENT for 2007-2008 Academic Year (Country: Ethiopia) as a teaching/research fellow.
Publications and Presentations
Publications and Presentations
Development of a New Innovative Teaching Method Using a Comprehensive Approach
Comprehensive teaching methods have been evaluated by many health professional colleges and universities for a number of years. These methods include the flipped classroom, discussion-based learning, web-based learning, case-based learning, interactive team-based learning, direct lecturing, student presentations, daily quizzes and multiple homework assignments [1-6]. The techniques stated above involve both instructor-centered learning and student-centered learning. More higher learning institutions are moving towards student centered learning and away from traditional lecture-based learning to help students improve learner retention, promotes critical thinking skills and encourages lifelong learning There is little information in literature that has assessed the combination of all the teaching methods that uses a comprehensive approach to teach drug information. Current pedagogical methods dictate that most teaching methods incorporate active learning. Nevertheless, this doesn’t take into account that the learning styles of different students could confer benefit from a traditional method of teaching. Therefore, it was imperative that we includedboth instructor-centered and learner-centered opportunities to engage all learners taking this course.
Concerns About Employment After Graduation
Concerns About Employment After Graduation: A Survey of First Professional Year Pharmacy Students
The goal of this study is to assess the concern of first year pharmacy students of employment upon graduation. A 13-question survey was administered online to a total of 44 students with 100 percent participation. The data was collected and analyzed using SPSS statistical software.
Sociodemographic Factors Correlating with The Use of Complementary and Alternative Medicine Among Ethiopian Immigrants in The USA
A multicomponent survey was administered to over 350 Ethiopian immigrants to elicit information regarding their demographic characteristics and use of CAM. The primary dependent variable was use of CAM within the past 5 years. Descriptive statistics were utilized to characterize the sample in regards to gender, age, education, income and length of residency in the USA. Bivariate logistic regression analysis was used to determine which factors were associated with use of CAM. Multivariate logistic regression was utilized to evaluate which characteristics predicted use of CAM after adjusting for other variables.
