The following courses are part of the third professional year curriculum for PharmD and DLP students. Students in the DLPx program will take these courses during their third professional year (years 4 and 5 in the program). DLPx program students will also take courses from year two during these years.
Learners will gain knowledge of the pathophysiological and clinical presentation of common gastrointestinal, nutritional and hepatic disorders. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common gastrointestinal, nutritional and hepatic disorders in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of common disorders of the endocrine, reproductive, and genitourinary system. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common endocrine, reproductive, and genitourinary disorders in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of common infectious diseases. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common infectious diseases in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of complicated infectious diseases. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat complicated infectious diseases in order to provide and recommend optimal pharmacotherapeutic management.
Learners will transition from dependence to independence in the learning process through this three course sequence which is built on the premise of “see one, do one, teach one.” In this second course of the sequence, learners will present and discuss health care problems (cases) within faculty facilitated groups to help in the process of patient problem resolution. Learners will continue to apply the processes of problem solving, critical thinking, abstract thinking, and differential diagnosis in order optimize and manage pharmacy care of patients with common disease states. They will apply information learned in the didactic integrated course sequences to patient care scenarios using problem-based learning methods.
Learners will gain knowledge of the pathophysiological and clinical presentation of common disorders of the musculoskeletal and dermatological systems. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common disorders of the musculoskeletal and dermatological systems in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of common disorders of the neurological system and sensory organs. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common neurological and sensory organ disorders in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of common behavioral and cognitive disorders. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common behavioral and cognitive disorders in order to provide and recommend optimal pharmacotherapeutic management.
Learners will gain knowledge of the pathophysiological and clinical presentation of common cancers, disorders of the blood and lymphatic systems, and the related symptomatology of these disorders and their treatments. They will integrate their knowledge of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences of therapeutic agents used to treat common cancers; blood and lymphatic disorders; and related complications in order to provide and recommend optimal pharmacotherapeutic management.
Learners will review the physiologic/pathophysiologic alterations in the aged and pediatric populations. They will examine pharmacy care through consideration of the biomedical, pharmaceutical, social/behavioral/administrative, and clinical science principles specific to these populations. Common disorders and conditions in special populations and special environments will also be explored.
Learners will transition from dependence to independence in the learning process through this three course sequence which is built on the premise of “see one, do one, teach one.” In this third course of the sequence, learners will lead discussions and teach one another to resolve health care problems using patient cases, within faculty facilitated groups. Learners will apply, in an advanced independent manner, the processes of problem-solving, critical thinking, abstract thinking and differential diagnosis to optimize and manage pharmacy care of patients with common disease states. They will apply information learned in the didactic integrated course sequences to patient care scenarios using problem-based learning methods.
Learners will become familiar with federal and state regulation that impacts on the development and manufacture of pharmaceuticals, and the practice of pharmacy. The course will emphasize introductory legal concepts that encompass the rights and responsibilities of the pharmacist and their practical application.
Learners will explore the design and implementation of medication therapy management services; their relation to improvement in patient care and medication safety; and interpretation of relative current healthcare legislation. In this capstone course, they will utilize skills learned in previous coursework (e.g. leadership, communication, patient assessment, integrated pharmacy care, informatics, root cause analysis) to apply in interactive lectures, active learning, critical thinking exercises.
Learners will develop a deeper sense of community involvement in pharmacy practice through extended exposure to and application of community pharmacy practice. Learners will continue to expand their understanding of various practice modalities covered in PHAR 541. Learners will continue their exploration of the various facets of community pharmacy practice by integrating communication skills and relating didactic instruction to civic involvement, humanistic care of patients, and social awareness of unmet medical needs. This may include, but is not limited to: patient care; medication-related services; screening for medical problems; dispensing pharmaceuticals; medication counseling; purchasing; inventory control; and varying management styles. Learners will continue to gain insight into self and professional goals through reflection and continued development of professional portfolios. Learners will give presentations at the end of the semester.
Learners will develop a deeper sense of involvement in institutional pharmacy practice. Learners will be exposed to and apply pharmacy care within various aspects of the health system. Learners will continue to expand their understanding of various practice modalities covered in PHAR 643. They will explore the various facets of health system pharmacy practice by integrating communication skills and relating didactic instruction to clinical involvement, humanistic care of patients, and social awareness of unmet medical needs. This may include, but is not limited to: patient care; medication therapy-related services; medication reconciliation; clinic management; provider interactions; screening for medical problems using a collaborative practice approach; committee meetings; and working within organizational structures with varying management styles. Learners will increase their insight into self and professional goals through reflection and on-going development of professional portfolios. Learners will give presentations at the end of the semester.
In addition to curricular requirements, learners are required to satisfy professional development requirements. These program requirements have been selected by the College of Pharmacy to foster personal and professional growth and development. Learners will be required to develop and utilize electronic portfolios to document professional experiences (e.g., meetings, activities, assignments), track community service, and reflect upon and assess learning activities and experiences. The Professional Development series is delivered in a longitudinal, theme-based approach throughout the PharmD curriculum.
