Dr. Leisa L. Marshall

Clinical Professor of Pharmacy Practice

Education

Dr. Leisa Marshall Headshot
  • B.A., Economics, Davidson College
  • B.S., Pharmacy, University of Georgia
  • Pharm.D., Mercer University

Research Background and Interests

Dr. Marshall’s current research interests include topics in the areas of geriatrics, women’s health and active learning in large and small classroom settings.

Courses

  • PHA 362, 491, 492, 591: Integrated Patient Care Courses
  • PHA 469: Pulmonary and Integument Disorders
  • PHA 537: Gastrointestinal and Musculoskeletal Disorders
  • PHA 685: Advanced Practice Experience, Geriatric Elective

Teaching Philosophy

A teacher is an individual who assists students in understanding the process of knowledge acquisition and application. As I am a health care professional and teach in a doctor of pharmacy program, the end goal of all teaching is to help students become pharmacists who will be involved with and improve the care of patients. When teaching in a large classroom environment, small classroom environment, or a practice setting, my objective is to assist students in developing competence in specific areas of pharmacy practice. I hope to encourage students to become lifelong learners to maintain competency and indeed increase skills and knowledge in areas of pharmacy practice after their formal education is
complete.

During lectures and active learning activities in the classroom, or while working with health care professionals and patients at my practice site, a continuous care retirement community, I try to emphasize proper care for the patient through communication with other health care professionals and the patient in proper medication selection, monitoring, and counseling. After a teaching session, I consider the questions below to try to improve the teaching experience in the future. What went well with the teaching experience and student-teacher interaction? What did not go well and what steps need to be taken to improve the experience for the student (and teacher)? Were the goals of the session met? If not, what changes need to be implemented?

As stated in Titus 2:6-8a, New International Version: Encourage the young to be self-controlled. In everything set them an example by doing what is good. In your teaching show integrity, seriousness, and soundness of speech.

Selected Publications

  • PubMed
  • Marshall LL. Hayslett RL. Dry eye disease: focus on prescription therapy. The Senior Care Pharmacist 2023; 38: 239-51.
  • Murnane KS, Augustine JM, Marshall, LL. Student pharmacists’ attitudes, perceptions, and knowledge regarding opioid use, misuse, and overdose: four years of data. Currents in Pharmacy Teaching and Learning 2022; 14(10); 1222-1258.
  • Cox JM, Marshall LL. The potential role of pharmacogenomics in optimizing drug regimens for older people with major depressive disorder. The Senior Care Pharmacist 2021; 36: 276-83.
  • Marshall LL, Hayslett RL. Post-traumatic stress disorder in middle age and beyond. The Senior Care Pharmacist 2021; 36:191-207.
  • Marshall LL, Kinsey J, Nykamp D, Momary K. Evaluating the practice readiness of advanced pharmacy practice experience students using the core entrustable professional activities: a pilot project. American Journal of Pharmaceutical Education. Publication Ahead of Print Manuscript. Accepted May 2020. ePublished June 2020.
  • Murnane KS, Augustine J, Quesnel M, Marshall L, Strom JG. A classroom activity to student pharmacists confidence in dealing with the opioid epidemic. American Journal of Pharmaceutical Education 2019; 83(9): Article7199.
  • Newsom, L, Proctor R, Marshall, L., Liao TV. Implementation and evaluation of problem-based video podcasts in and introductory pharmacokinetics course Curr Pharm Teach Learn 2019; 11(12): 1213-1220.
  • Marshall L. Stevens G. Management of Primary Sjogren’s Syndrome. The Consultant Pharmacist 2018; 33(12):691-701.
  • Marshall L, Hayslett R, Stevens G. Therapy for open-angle glaucoma. The Consultant Pharmacist 2018; 33(8): 432-45.
  • Peasah S, Marshall L. The use of debates as an active learning tool in a college of pharmacy healthcare delivery course. Currents in Pharmacy Teaching and Learning 2017; 9(3): 433-440.
  • Marshall L, Peasah S, Stevens G. Clostridium difficile infection in older adults: systematic review of efforts to reduce occurrence and improve outcomes. The Consultant Pharmacist 2017; 32(1): 24-41.
  • Marshall L, Roach M. Treatment of dry eye disease. The Consultant Pharmacist 2016; 31(2): 96-106.
  • Marshall L, Nykamp D, Momary K. Impact of abbreviated lecture with interactive mini-cases vs. traditional lecture on student performance in the large classroom. American Journal of Pharmaceutical Education 2014; 78(10) Article 189.
  • Marshall L, Roach M. Prevention and treatment of macular degeneration. The Consultant Pharmacist. 2013; 28(11): 723-737.
  • Metzger N, Marshall L. Medication Errors. In: McKean SC, Ross JJ, and Dressler DD, eds. Principles and Practice of Hospital Medicine, 1st edition. New York, New York: McGraw Hill Medical, 2012: 56-65.
  • Marshall L. Case study: Gastrointestinal bleeding and possible hypothyroidism. The Consultant Pharmacist, 2012;27(3): 180-188.
  • Nykamp D, Marshall L. A pain management assignment incorporating an electronic learning program. Let’s Think About It. 2011: 13(1): 5-7.
  • Marshall L, Bailey W. Urinary Incontinence Management in Geriatric Patients. The Consultant Pharmacist, 2008;23(9): 681-694.
  • Ryan G.J., Marshall L.L., Porter K., Jia H., Peer, Professor and Self-evaluation of Class Participation. Active Learning in Higher Education, 2007;8:49-61.

Contact Dr. Leisa L. Marshall

(678) 547-6215
marshall_l@mercer.edu