Dr. Gina J. Ryan

Chair of Pharmacy Practice

Clinical Professor of Pharmacy Practice

Gina J. RyanEducation

  • Pharm.D., University of California at San Francisco
  • Pharmacy Practice Residency, University of California at San Francisco
  • Board Certified Pharmacotherapy Specialist
  • Certified Diabetes Educator


  • PHA 473 Practice of Pharmacy III
  • PHA 474 Practice of Pharmacy IV
  • PHA 551 Endocrine Disorders
  • PHA 569 Diabetes Care
  • PHA 575 Practice of Pharmacy V
  • PHA 576 Practice of Pharmacy VI
  • PHA 680 Ambulatory Care

Teaching Philosophy

The dictates of convention require that I keep the title of this document as “Teaching Philosophy.” Otherwise, I would entitle it “Apprenticing Philosophy” since more learning occurs through imitation. Additionally, there is no distinction between learning to practice pharmaceutical care and practicing pharmaceutical care. Students retain more knowledge when they learn while providing pharmaceutical care services, which is why I strive to have my students actively participate in all of the care we give patients. In the clinic, the students are responsible for interviewing and educating patients, and identifying and resolving medication related problems. I only intervene when absolutely necessary.

In the classroom, case-based learning and real life examples are a critical part of my teaching process. I help students realize that their command of material will enhance their ability to apply information in patient care settings. Including cases and relaying real-life scenarios are techniques I frequently employ. During my classroom teaching, I connect the what and when to the how and why. Pharmacy students must learn to affectively assist patients and other health care providers in the appropriate, safe and cost-effective use of medication. In both experiential education and a didactic setting, I measure students’ progression with knowledge probes, role plays, reflections, and examinations. I quiz students frequently since studies show that frequent retrieval of information improves learning. In my experiential setting, we have weekly quizzes on the top 200 drugs, and quizzes on diseases covered during the previous years. In the endocrine module, students do cases that integrate diseases from previous modules. Repetition is another common tactic I employ. In my elective, we repeat some material they learned in their disease modules. I quiz them on information they were already tested on. And for issues that I know students struggle with, like insulin adjustment and carbohydrate counting, we have several activities throughout the semester focused on these topics.

Through the years, I have really benefited from workshops and readings that helped me appreciate the different personality types, specifically Myers-Briggs and different learning styles. My experience has validated the value of this variety. For example, I am inherently extroverted and, as a student, always actively contributed to discussions during class. When I initially began teaching, I highly valued participation in class discussion. However, I soon discovered that my introverted students, who tended not to be as talkative, could be as knowledgeable and effective as my extroverted soulmates. I now have a variety of ways that students can earn class participation points that are not biased toward an extroverted personality. In order to accommodate the variety of learning styles, when I teach a key concept, I have a visual aid, we may write it, and I typically say it several times. Later, other active learning techniques are also focused on these concepts. In addition to my accommodation of the diversities of students, I stress the importance of understanding the diversity of the patients they will be caring for. It is imperative that healthcare providers are prepared for patients that are different from them. In class, I include cases and antidotes of patients from diverse racial and socio-economic backgrounds. In my diabetes elective, for one assignment, students bring in food for a “diabetes potluck.” I encourage students to bring in food from their respective backgrounds. Since our class is diverse, we end up with a wide variety of ethnic foods. Often there may not be nutrition fact labels available for these foods. As with their patients, this poses a challenge for students when trying to count carbohydrates. Through this exercise, they get some idea of what it is like to be “different.”

Probably the most important thing that I can do as a teacher is to set an example as a life-long learner. A good pharmacist will frequently update his or her knowledge and will seek answers to questions. When students ask me questions, I attempt to help them utilize their knowledge and resources to arrive at an answer. When I do not know the answer, we search together to gather the data and formulate a solution. I hope my apprentices become addicted to the feeling of discovery–finding a problem, struggling with it, and the sense of accomplishment derived from solving it.

I have accepted the idea that my role as a teacher means constant evolution. I will constantly look for ways to get better at inspiring students to continue to learn especially after they graduate. With the help of continuing education, student evaluations and peer review, I will improve my teaching techniques. How I teach will constantly change, hopefully for the better.

Selected Publications

  • Wyatt K.N., Ryan G.J., and Sheerin K., Reduced dose influenza vaccine. Annals of Pharmacotherapy 2006;40:1635-1639.
  • Ryan G.J., Martin R.L., Jobe L.J., Pramlintide in the treatment of type 1 and type 2 diabetes melltius. Clinical Therapeutics 2005; 27: 1500-1512.
  • Ryan G.J., Chestnut R., Odegard P.S., Dye J.T., Jia H., Johnson J.F., Diabetes concentration programs: Impact on graduates’ diabetes care services. Am J Pharm Edu. Volume 75, Issue 6, Article 112.
  • Ryan G.J., Foster K.T., and Jobe L.J., Review of the therapeutic uses of liraglutide. Clin Ther. 2011; 33: 793-811.
  • Barbee M., Ryan G.J., Lundquist L.M., Update on Antiplatelets. The Georgia Pharmacy Journal April 2011. p21-27.
  • Ryan G.J., and Marshall J.M., Challenges in Lipid-Lowering Therapy. Available at: Power Pak CE. February 2011.
  • Ryan G.J. and Jobe L.J., Age-Related Androgen Deficiency and Type 2 Diabetes. J of Phar Pract. 24; 316-322.
  • Ryan G.J., Improving Adherence in Patients with Type 2 Diabetes. Available at Power Pak CE November 15, 2010.
  • Ryan G.J., and Hardy Y.M., Liraglutide: Once-daily GLP-1 agonist for the treatment of type 2 diabetes. Journal of Clinical Pharmacy and Therapeutics 2010; 36: 260–274.
  • Ryan G.J., Fostering patient adherence in the management of Tinea pedis. Available at Power Pak CE. April 10, 2010.
  • Ryan G.J., Overcoming insulin resistance: Assisting patients in transitioning to insulin therapy. AJHP 2010;67(6):441-4.
  • Ryan G.J., Briscoe T.M., and Jobe L.J., Review of pramlintide as adjunctive therapy in the treatment of Type 1 and Type 2 diabetes. Drug Design, Development and Therapy 2008:2; 204-214.
  • Ryan G.J., Total cholesterol management: taking complete control. US Pharmacist/Power-Pak CE program. July 1, 2008.
  • Ryan G.J., Foster K.T., Unterwagner W.W., and Haomiao J., Impact of a Diabetes Certificate Program on PharmD Students’ Knowledge and Skills. Am J Pharm Edu 2007: 71; article 84.
  • Ryan G.J., New pharmacologic approaches to treating diabetic retinopathy: An opportunity for pharmacist involvement in patient care. Am J Health Syst Pharm.2007; 64: S2.
  • Ryan G.J., New pharmacologic approaches to treating diabetic retinopathy. Am J Health Syst Pharm. 2007; 64: S15-S21
  • Roberts F. and Ryan G.J., Is metformin safe in heart failure? Ann Pharmacotherapy 2007; 41:642-646.
  • Ryan G.J., Marshall L.L., Porter K.B., and Haomiao J., Peer, self, and faculty evaluation of class participation. Active Learning in Higher Education. 2007: 8 (1); 49-61.
  • Wyatt K.N., Ryan G.J., and Sheerin K., Reduced dose influenza vaccine. Ann of Pharmacotherapy 2006; 40:1635-1639.
  • Ryan G.J., Marshall L., Porter K., Peer, self, and faculty class participation: the anecdotal version. Let’s Think About It Fall 2005.
  • Ryan G.J., Improving class participaiton: one faculty members’s experiment. Let’s Think About It Fall 2004.
  • Ryan G.J., Martin R.L., Jobe L.J., Pramlintide in the treatment of type 1 and 2 diabetes. Clin Therap. 2005; 10: 1500-1512.
  • Redman A.R. and Ryan G.J., Aggrenox Versus Other Pharmacotherapy in Preventing Recurrent Stroke. Expert Opin. Pharmacotherapy. 2004;5(1):117-23.
  • Ryan G.J., Wanko N.S., Redman A.R., and Cook C.B., Chromium as Adjunctive Treatment for Type 2 Diabetes. Ann Pharmacotherapy 2003;37:876-85.
  • Erdman D.M., Cook C.B., Greenlund K.J., Giles W.H., El-Kebbi I., Ryan G.J., Gallina D.L., Ziemer D.C., Dunbar V.G., and Phillips L.S., The Impact of Outpatient Diabetes Management on Serum Lipids in Urban African-Americans with Type 2 Diabetes. Diabetes Care 2002 25: 9 -15.
  • Redman A.R., and Ryan G.J., Analysis of Trials Evaluating Combinations of Acetylsalicylic acid and Dipyridamole in the Secondary Prevention of Stroke. Clin Ther 2001 Sep; 23(9):1391-1408.
  • Ryan G.J., and Nykamp D., Use of Cumulative Examinations at US Schools of Pharmacy. Am J Pharm Edu 2000: 64; 409-412.
  • Cook C.B., Erdman D.M., Ryan G.J., et al. The Pattern of Dyslipidemia Among Urban African Americans with Type 2 Diabetes. Diabetes Care 2000: 23(2); 319-324.
  • Ryan G., and Robinson M., Dyslipidemia. US Pharmacist-Health Systems Edition 2000; 25(2): HS 39-50
  • Ryan G., Patient Adherence in Diabetes Self Care: The Role of a Pharmacist. Drug Store News. Oct 1998; CP 26-30.
  • Marshall L.L., and Ryan G., Treatment of Osteoarthritis. US Pharmacist. 1998: 23(5); 50-65.
  • Wyatt K.N., Ryan G.J., and Sheerin K., Reduced Dose Influenza Vaccine. Annals of Pharmacotherapy 2006;40:1635-1639.
  • Ryan G.J., Martin R.L., Jobe L.J., Pramlintide in the Treatment of Type 1 and Type 2 Diabetes Melltius. Clinical Therapeutics 2005; 27: 1500-1512.


Contact Dr. Gina J. Ryan

(678) 547-6222