- To receive the preparation necessary to contribute effectively to the profession of pharmacy
- To integrate basic knowledge to design, implement, document and evaluate appropriate patient therapy, including emergency care
- To manage the practice of pharmacy: pharmacy operations, medication distribution and control, human resources, facilities and equipment, and fiscal resources
- To effectively manage pharmaceutical use systems: reporting and management of medication errors and adverse drug reactions; conduction of drug use evaluations, development, implementation, evaluation and modification; application of outcomes of research and quality assessment to evaluate care
- To become a well-rounded individual with the ability to adapt to the changing profession
- To make informed, rational, responsible decisions within scientific, social, cultural, legal, clinical and ethical contexts; demonstrate social and contextual awareness, social responsibility, and self-learning abilities. Manage change in response to professional evaluation
- To gain the scientific fundamentals necessary for future careers
- To gain the values necessary to serve society
- To provide pharmaceutical care ethically and compassionately, resolve ethical dilemmas that arise in management, promote public health, and provide drug education and information
- To develop problem-solving, communication skills and lifelong learning
- To think critically, solve complex problems, and make informed, rational, responsible decisions within scientific, social, cultural, legal, clinical and ethical contexts
- To communicate effectively with other health-care providers, individual patients and with the general public
|NAPLEX Pharmacy Board Exam||Experiential Portfolio|
|"Early Experiential" Portfolio||NTPD Entry Portfolio|
|NTPD Experiential Portfolio||Experiential Preceptor Surveys|
|Student Self-Assessment Survey||Course-Specific Focus and Nominal Groups|
|Course-Specific Pre- and Post-Test Tools||PharmD Graduate Survey|
|Longitudinal Nominal Group of Returning Alumni||Regional Dean-Student Meetings|
|PSAP (Pharmacotherapy Self-Assessment Program)||Pharmacy Law Board Exam|
|VIPER (Video Interviews with Patients)||External Review by Pharmacy Professionals|
|Peer Evaluations (Faculty)||Peer Evaluations (Students)|
|Faculty/Student Focus Groups||Alumni Survey|
|Online Survey||Phone Survey|
|Poster Session Evaluation||Journal Clubs|
|Case Presentations||Drug Information Written Assignments|
|Drug Literature Evaluation/Evidence-Based Medicine Assignments|
Each of the above measures was utilized within some portion of our curriculum. The measurements usually assess several learning outcomes at once. For example, exams and portfolio reviews are designed to gauge basic knowledge, critical thinking, problem solving, written communication skills and preparedness for the workforce (# 1-7, 9-12). Surveys, peer evaluations and focus groups help determine whether there are deficits in student learning in any area of the curriculum. Problem-solving and critical thinking skills are appraised via case presentations. VIPER and the poster session evaluation help assess the verbal communication skills. Written communication skills are assessed by the drug-information assignments, journal clubs, case presentations, drug literature evaluation assignments and papers describing the experience of students when shadowing health-care professionals. Values are assessed by peer evaluations, case presentations, external review by pharmacy profession and experiential preceptor surveys, and exams in ethics courses.
Several of the measurements are course-specific and are gathered and analyzed by the individual or teams responsible for the course material. Some measurements cover deficits in the entire curriculum or portions* of the curriculum. Focus groups that meet during the course help to identify the course objectives with which they struggle. Similarly, online discussions and verbal and written communication with the instructor(s) of a course help identify gaps in student learning. The students are expected to meet the course objectives for learning outcomes.
*The Profession of Pharmacy 9 (PHPR 303) final examination serves as a post-test of basic pharmacy knowledge from the first 3-years and a pre-test for the P4 coursework. Students have two attempts to complete the examination successfully. Failure to pass the examination also means failure in the course. Students have two more attempts to pass the course (a total of six opportunities to pass the examination). Students who do not pass the examination after these six opportunities are dismissed from the academic program.
Results from National or State Measures
See the Fact Book for results from the Pharmacy State Board Exams.
Annual Reports on the Assessment of Student Learning
Follow the links below to view the full text of the reports for each academic year.