Dr. Leisa L. Marshall

Clinical Professor of Pharmacy Practice

Education

  • 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 550 Musculoskeletal Disorders
  • PHA 552 Gastrointestinal Disorders
  • PHA 556 Integument and Special Senses
  • PHA 564 Geriatric Pharmacy
  • PHA 568 Women’s Health
  • PHA 575 Practice of Pharmacy V
  • PHA 576 Practice of Pharmacy VI
  • PHA 685 Geriatric-Long Term Care

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 the large classroom environment, small classroom environment, or in the practice setting, my objective is to assist students in developing competence in specific areas of pharmacy practice. I hope to encourage students to become life-long 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 on 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 and example by doing what is good. In your teaching show integrity, seriousness, and soundness of speech.

Selected Publications

  • PubMed
  • 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