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Doctor of Pharmacy (Professional PharmD Degree)

Overview: 

The Doctor of Pharmacy (PharmD) degree program consists of four academic years after an initial minimum of at least two years of pre-pharmacy courses. Many, but not all, students enter the program with a previously earned bachelors degree. Graduates practice pharmacy in a wide variety of settings, some after gaining additional training in postgraduate residency programs. 

Aspects of the College's Vision, Mission, and Goals related to the education of Doctors of Pharmacy follow:

Our vision is to be a worldwide leader in improving health through education, research and practice and in providing society with innovative professionals .
 
Our mission is to provide outstanding professional education, generate and expand pharmaceutical knowledge, optimize health and improve quality of life in a dynamic and global community.
 
Long-Term Goals
 
To enhance educational excellence by providing challenging, relevant and state-of-the-art coursework delivered by our world-class faculty; by advancing diversity of students, faculty and staff; by providing every student the opportunity to participate in outreach and professional activities; and by commitment to embedding the outcomes of student assessment into continual improvement of programmatic activities.
 
To create regional, national and world leaders in the practice of pharmacy.
 
To establish partnerships with the citizens and institutions of Arizona, the nation and the world so that our communities are actively engaged in the exciting work of the College of Pharmacy.
 
To efficiently manage our human and physical resources in order to graduate doctor of pharmacy students at better than average time frames (as compared to peer colleges of pharmacy).
Expected Learning Outcomes: 

Students are evaluated according to outcomes determined by the pharmacy profession. These outcomes were developed by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations and conducted through the Center for the Advancement of Pharmacy Education (CAPE) of the American Association of Colleges of Pharmacy (AACP). The expected outcomes are shown in the section for Assessment Activities. 

All colleges and schools of pharmacy in the United States undergo an accreditation process conducted by the Accreditation Council for Pharmacy Education (ACPE). ACPE requires compliance with a variety of standards that each college/school must meet to be accredited. 

 

 

Assessment Activities: 

Assessment is an ongoing and important aspect of the education of PharmD students as well as all of the functions of the college. There is an Associate Dean for Assessment and a standing committee of the college focused on assessment. The Assessment Committee meets monthly throughout the academic year and sporadically during the summer.

The committee is responsible for advising the dean and college on assessment steps to continuously improve the effectiveness of all its programs toward meeting its vision, mission and values. The committee assists, in an advisory capacity, department heads and departmental evaluation committees in the annual review of college wide performance in meeting goals and objectives. 

Charges to the committee are to:

  • Evaluate mechanisms by which the student portfolios can inform this committee and the curriculum committee of changes that might be needed in the curriculum and co-curricular activities for students.
  • Monitor the peer assessment of teaching that is administered by the department heads to insure assessment of faculty early in their employment at the College as well as through to promotion to full professor and after as needed.
  • Set up assessments when novel uses of technology and teaching methods are introduced in the classroom. 
  • Monitor assessment metrics for teaching, research, and service outcomes.
  • Determine and monitor the approaches the college should use to document student attainment of core competencies via the Pharmacy Curriculum Outcomes Assessment (PCOA) examination that all third year pharmacy students across the country must take prior to the beginning of Advanced Pharmacy Practice Experiences (APPE’s).
  • Monitor critical elements of the teaching program (e.g. teacher/course evaluations), particularly including new course offerings (in conjunction with Curriculum Committee).
  • Monitor results of the various surveys conducted annually by the AACP and Accreditation Council for Pharmacy Education (ACPE) for the items related to the Assessment Committee to determine if problems are occurring and remediate any that are detected. Questions to monitor: All items for Graduating Students; Faculty = #s 14, 16, 17, 36.
Other key aspects of assessment include passing rates of all courses, academic progression of students in the normal time frame, scores on the PCOA exam that third year students all take, and passing rates of the North American Pharmacy Licensing Examination (NAPLEX) and the multi-state pharmacy jursiprudence examination (MPJE). The latter two are the examinations that must be passed to practice in the profession after graduation from an accredited college or school of pharmacy.
 
Students are assessed in the first three years of the curriculum in each didactic class by traditional testing methods (e.g., MCQs and patient case questions), for clinical and management skills in Observed, Structured, Case (or management) Examinations (OSCEs and OSMEs), and in patient case discussion courses.

Students conduct self-evaluation annually as part of a process documented in their portfolios. The form for the self-evaluation is provided below. All results are tabulated by year in the program and each student's faculty mentor uses these to discuss the student's progress and things they might do to improve in any areas deemed lacking relative to others in their class year. Mentors are also asked to document any problems or stressors as well as positive experiences with the curriculum and college and report these on a provided form to the Assessment Committee. The committee reviews all noted issues each year along with the student self-assessmnet of their progress.

Expected Outcomes Student Survey

Domain

Subdomain

Individual Survey Items

Student Level of Proficiency

Please select:  Not Exposed, Novice, Intermediate or Proficient

1 – Foundational Knowledge

1.1.   Learner: Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient centered care.

Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature.

 

Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to explain drug action.

Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to solve therapeutic problems.

Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to advance population health.

Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to advance patient centered care.

2 – Essentials for Practice and Care

2.1. Patient-Centered Care: Provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).

Provide patient-centered care as the medication expert through the collection and interpretation of evidence.

 

Provide patient-centered care as the medication expert through prioritization of problems.

Provide patient-centered care as the medication expert through the formulation of assessments and recommendations.

Provide patient-centered care as the medication expert through the monitoring and adjustment of care plans.

Provide patient-centered care as the medication expert through documentation activities.

 

2.2. Medication Use Systems Management: Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.

Manage patient healthcare needs using human resources to optimize the safety and efficacy of medication use systems.

 

Manage patient healthcare needs using financial resources to optimize the safety and efficacy of medication use systems.

Manage patient healthcare needs using technological resources to optimize the safety and efficacy of medication use systems.

Manage patient healthcare needs using physical resources to optimize the safety and efficacy of medication use systems (e.g. optimize workflow, legal requirements for space).

2.3. Health and Wellness: Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.

Design prevention strategies for individuals and communities to manage chronic disease and improve health and wellness.

 

Design intervention strategies for individuals and communities to manage chronic disease and improve health and wellness.

Design educational strategies for individuals and communities to manage chronic disease and improve health and wellness.

2.4. Population-based care: Describe how population-based care influences patient centered care and influences the development of practice guidelines and evidence-based best practices.

Describe how population-based care influences patient centered care and the development of practice guidelines and evidence-based best practices.

 

3 - Approach to Practice and Care

3.1. Problem Solving: Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution

Identify problems

 

Explore and prioritize potential strategies

Design a viable solution

Implement a viable solution

Evaluate a viable solution

3.2. Educator: Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.

Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.

 

3.3. Patient Advocacy: Assure that patients’ best interests are represented.

Assure that patients’ best interests are represented.

 

3.4. Interprofessional collaboration:  Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.

Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.

 

3.5. Health Equity: Recognize social determinants of health to diminish disparities in access to health care.

Recognize social determinants of health to diminish disparities in access to health care.

 

3.6. Communication:  Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.

Effectively communicate verbally when interacting with an individual.

 

Effectively communicate verbally when interacting with a group or organization.

Effectively communicate nonverbally when interacting with an individual.

Effectively communicate nonverbally when interacting with a group or organization.

4 – Personal and Professional Development

4.1. Self-awareness:  Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.

Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance personal and professional growth.

 

Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could limit personal and professional growth.

4.2. Leadership:  Demonstrate responsibility for creating and achieving shared goals, regardless of position.

Demonstrate responsibility for creating and achieving shared goals, regardless of position.

 

4.3. Innovation and Entrepreneurship:  Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.

Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.

 

4.4. Professionalism: Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

 

5 –Co-Curricular participation

Participated in co-curricular activity/activities such as health fair, brown bags, disease prevention programs, volunteer clinics, etc. 

 Please select according to the following scale:

Participated in no events or activities this calendar year 

Participated in one event or activity this calendar year

Participated in two events or activities this calendar year

Participated in three or more events or activities this calendar year

 

Students also reflect on their learning as part of the portfolio process using the following queries. 

 
Please answer the following questions in essay format.
 
Discuss your academic progress within the context of the expected outcomes. Elaborate on domains/subdomains where you believe your proficiency is lower or higher than expected at your level of training. (Here are some specific questions to address in your response: How has the curriculum prepared you to function as a pharmacist? What learning opportunities have been particularly beneficial or not beneficial to your progress? What extra-curricular, co-curricular, or outside of school activities have you been involved in and how has this affected you?) [Approximately 500 words] 
 
Discuss what actions you will take or measurable goals you have set for yourself in the next year (short term goals) to help increase your proficiency in any of the domains that you felt were lower than would be expected at your level of training?  (Here are some specific questions to think about when drafting your response:  Are you satisfied with your current study skills?  Are you building the skills of a life-long learner?  Are there opportunities (extra-curricular, co-curricular, or outside of school) that you will seek out?  Are you satisfied with your time-management skills?  Have you achieved a good balance between school and your personal life? [Approximately 250 words]
 
Discuss your plans and goals beyond the next year as they pertain to your career and post-graduation.  If you are a P2 and beyond, emphasize changes or new developments from last year. (Here are some specific questions to address in your response: Have you considered post-graduate training such as a residency, fellowship or Ph.D.? What career path are you interested in or are likely to pursue (e.g. hospital practice, community pharmacy, industry, other)? Is there anything that attracts or deters you from pursuing a specific career path or opportunity? Do you perceive any advantage or disadvantage to practicing in a particular setting? Is there a particular career path that you would like to learn more about? [Approximately 500 words]
 
Discuss any issues/concerns/problems/challenges that you have encountered and that have affected you while in school (Please elaborate on anything that has been particularly stressful) [No word limit] 
 
Updated date: Wed, 05/24/2017 - 11:12