PharmD Courses

The course of Genomics and Proteomics introduces students to the basic organization of human cells and the molecular machinery involved in regulating cellular functions. The course covers aspects of DNA replication, transcription, and translation of genetic information, protein processing and transport, receptors, signal transduction, second messenger systems, and basic concept of pharmacogenomics. The genomic and proteomic information will be used to evaluate drug pharmacology, targeted drug development programs and to evaluate therapeutic outcomes and decisions.

Physical and Pharmaceutical Chemistry (PPC) addresses the basic chemical principles that form a foundation for applied pharmaceutical sciences and pharmacy practice. This course requires students to assess properties of chemical entities and predict their behavior in various physical and biological systems related to drug formulation and delivery. The properties of solubility and stability are applied to dosage form design and drug absorption and distribution. The topics discussed include thermodynamics, interfacial properties, solid, semi-solid and liquid formulations, drug release, diffusion and transport and biopharmaceutical applications.

The Abilities Lab is a series of courses that occur during the fall and spring terms during years one through three of the curricula and which integrate didactic and experiential content. The purpose of the Abilities Lab is to assist student pharmacists in achieving proficiency in professional abilities, through the integration of knowledge, skills, behaviors, and values to function as an independent pharmacy practitioner in a variety of health care environments. This semester focuses on core introductory outcomes in community pharmacy, patient education, intravenous admixture and aseptic technique, pharmaceutical calculations, drug information, and interprofessional team-based skills.

This course prepares students for the systematic study of pharmacology by providing a firm understanding of the fundamental principles of drug action from the chemical, biochemical, and molecular basis to functional or integrative aspects in in vitro and in in vivo systems. Topics such as dose-response; receptor theory; receptor transduction mechanisms; pharmacologic selectivity; absorption, distribution, metabolism and excretion; drug tolerance, resistance and dependence; pharmacogenetics; and toxicology are discussed at the in vitro molecular and cellular level to the in vivo level in animals and humans. This course will help students to utilize published investigations in the classical and current literature in their future studies and in future practice. These investigations will have used principles of drug action to identify the mechanism of action of a therapeutic or toxic agent, the provision of rational drug therapy, or the avoidance or treatment of a serious drug-induced toxicity. This course will develop students’ skills to evaluate drug therapy from a mechanistic and pharmacologic perspective with the ultimate goal of providing the most appropriate medication regimen for individual patients. 

Biochemistry builds on the principles of biology and chemistry with a systematic consideration of the chemical components and requirements of living systems at the molecular level to the cellular level. These fundamentals of biochemical structure, function and energetics provide a platform for the comprehension of pharmaceutical biotechnology and for understanding determinants of disease, the pathobiochemistry of organ systems, mechanisms of drug action and adverse reactions, novel drug delivery systems, bioinformatics. Particular attention is paid to the application of biochemical concepts to issues that form a foundation for pharmacy practice.

The Abilities Lab is a series of courses that occur during the fall and spring terms during years one through three of the curriculum and integrate didactic and experiential content. The purpose of the Abilities Lab is to assist student pharmacists in achieving proficiency in professional abilities, through the integration of knowledge, skills, behaviors, and values in order to function as an independent pharmacy practitioner in a variety of health care environments. This semester focuses on core introductory outcomes in community pharmacy dispensing, patient education, intravenous admixture and aseptic technique, pharmaceutical calculations, patient interview skills, vital sign collection, and interprofessional team-based skills.

The Immunology course is a required course designed to provide fundamental knowledge of the immune response. This course introduces the concepts of natural and acquired protective mechanisms against pathogens and disease. Principles of immunology will be applied to clinical topics, including immunodeficiencies, autoimmune disorders, hypersensitivity reactions, organ transplantation, and immunotherapy in the treatment of cancer. Students will be expected to utilize knowledge developed through this course to collect relevant data, assess patient cases, and develop treatment and monitoring plans.

Medicinal Chemistry I and II build on the principles of organic, physical, and bioorganic chemistry by examining structure-activity relationships and chemical characteristics that affect drug use. The course covers a variety of drug targets, natural products, methods for improving drug activity and the principles of rational drug design and characteristics such as solubility, stability and metabolism.

The best new chemical entity (NCE) in the world is of no benefit to a patient without an acceptable delivery system. Pharmaceutics applies fundamental principles and basic science knowledge to the multidimensional problems associated with formulation, development, evaluation, production, distribution, selection and administration of safe, effective, reliable, drug delivery systems. These systems range in sophistication from simple oral solutions to transdermal patches to biologics. In class- and pre-recorded lectures provide essential background that emphasizes a problem-solving approach to exploring critical aspects of traditional and novel routes of drug administration. The course bridges the gap between fundamental principles of drug delivery and the problems encountered by pharmacists in clinical practice & research.

The abilities lab is a series of courses that occur during the fall and spring terms during years one through three of the curricula. The purpose of the abilities lab course is to assist student pharmacists in achieving proficiency in professional abilities, through the integration of knowledge, skills, behaviors, and values to function as an independent pharmacy practitioner in a variety of health care environments. The sequence requires the integration of didactic and experiential content across the first three years of the curriculum. This semester focuses on institutional practice. We will have exercises related to inpatient medication order verification, the electronic health record, I.V. product verification, medication reconciliation, drug interactions, drug information, medication errors, writing SOAP notes, and pharmacokinetics.

Medicinal Chemistry 1 and 2 build on the principles of physical and pharmaceutical chemistry by examining structure-activity relationships and chemical characteristics that affect drug use. The course covers a variety of drug targets, natural products, methods for improving drug activity and the principles of rational drug design and characteristics such as solubility, stability and metabolism.

The Abilities Lab is a series of courses that occur during the fall and spring terms during years one through three of the curriculum. The purpose of the Abilities Lab is to assist student pharmacists in achieving proficiency in professional abilities, through the integration of knowledge, skills, behaviors, and values in order to function as an independent pharmacy practitioner in a variety of health care environments. The sequence requires the integration of didactic and experiential content across the first three years of the curriculum. This course specifically focuses on community pharmacy including workflow, automation, dispensing, immunization technique, patient counseling, SOAP note development, drug information, patient assessment and patient education.

Pharmacokinetics is the science that deals with what the body does to the drug or biologic. The course trains students on applying pharmacokinetic principles to guide dosing strategy decisions in a clinic or when filling prescriptions. Students will understand the key factors that determine the absorption, distribution, metabolism and excretion of drugs and how they affect dosing regimen decisions. Pharmacokinetics requires critical thinking to support clinical decisions; and it is not about number crunching.

The Abilities Lab is a series of courses that occur during the fall and spring terms during years one through three of the curriculum. The purpose of the Abilities Lab is to assist student pharmacists in achieving proficiency in professional abilities, through the integration of knowledge, skills, behaviors, and values in order to function as an independent pharmacy practitioner in a variety of health care environments. The sequence requires the integration of didactic and experiential content across the first three years of the curriculum. This course specifically emphasizes competency in compounding, selected top 200 medications, suicide, overdose and applicable state and federal pharmacy laws.

The Pharmacotherapy course will prepare students to manage drug therapies in patients with multiple disease states/conditions and who have complex drug therapy problems. Students will be expected to identify discriminating data and analyze patient-specific information at an advanced level. Using their understanding of pathophysiology, they will then make independent therapeutic decisions. After making an initial therapeutic decision, students will make recommendations for drug therapy monitoring and patient evaluation. This course will incorporate the Maryland Pharmacists’ Patient Care Process.

The Pharmacotherapy course will prepare students to manage drug therapies in patients with multiple disease states/conditions and who have complex drug therapy problems. Students will be expected to identify discriminating data and analyze patient-specific information at an advanced level. Using their understanding of pathophysiology, they will then make independent therapeutic decisions. After making an initial therapeutic decision, students will make recommendations for drug therapy monitoring and patient evaluation. This course will incorporate the Pharmacists Patient Care Process.

This course involves an examination of the legal and regulatory issues pertaining to drugs and devices and the practice of pharmacy. Students will learn the various laws and regulations which will govern their usual daily activities in a variety of practice sites. The principal focus will be on drug laws and regulations.

General patient management provides foundational information on a general approach to assessment and interpretation of patient subjective and objective data. This course introduces the students to the Pharmacists’ Patient Care Process (PPCP), which provides an organized framework for making therapeutic decisions that integrate basic and clinical sciences. The topics that are covered include concepts of general patient management, clinical chemistry, and therapeutics of selected gastrointestinal disorders.

Applied Sciences and Therapeutics 1 introduces students to the integration of pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatments and pharmacology of treatments. They will utilize basic and clinical sciences and the Pharmacists’ Patient Care Process (PPCP) with the integrated Therapeutic Experiment for making therapeutic decisions to approach patient care. Topics include hematology, dermatology, inflammatory GI disease, and respiratory disorders.

Applied Sciences and Therapeutics 2 continues to introduce students to the integration of pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatments and pharmacology of treatments. They will utilize basic and clinical sciences and the Pharmacists’ Patient Care Process (PPCP) with the integrated the Therapeutic Experiment for making therapeutic decisions to approach patient care. Students will explore population-based health considerations for disease states, including health promotion, disease prevention, and public health. Topics include nutrition, pain, and oncology disorders.

Applied Science and Therapeutics introduces students to the integration of pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatment. They will utilize basic and clinical sciences and the Pharmacists’ Patient Care Process (PPCP) integrating the Therapeutic Experiment to collaborate with other providers to drive a patient-centered approach to making therapeutic decisions to optimize patient health and medication outcomes.

Applied Science and Therapeutics introduces students to the integration of pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatment. They will utilize basic and clinical sciences and the Pharmacists’ Patient Care Process (PPCP) integrating the Therapeutic Experiment to collaborate with other providers to drive a patient-centered approach to making therapeutic decisions to optimize patient health and medication outcomes. Topics include renal and hepatic disorders.

Applied Science and Therapeutics introduces students to the integration of pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatment. They will utilize basic and clinical sciences and the Pharmacists’ Patient Care Process (PPCP) integrating the Therapeutic Experiment to collaborate with other providers to drive a patient-centered approach to making therapeutic decisions to optimize patient health and medication outcomes.

Applied Sciences and Therapeutics (AST) introduces students to integrate pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatment. Students will utilize basic and clinical sciences, and the Pharmacists’ Patient Care Process (PPCP) for therapeutic decision-making in their approach to patient care. Students will explore population based public health considerations for select diseases and/or conditions, including health promotion, disease prevention, and patient safety. AST 6 will use a combination of asynchronous lectures and team-based learning (TBL). Topics covered include endocrine (diabetes, obesity, thyroid disorders) and women’s health disorders (contraception, menstrual cycle disorders, pregnancy, lactation, gender affirming care, menopause).

The purpose of this course is to teach students how to identify, evaluate, and apply science- and health related literature according to the principles of evidence-based practice. The course will introduce research design and statistical methods to allow students to accurately and effectively interpret study findings. Research designs discussed will include descriptive studies, observational studies, experimental studies, and systematic reviews. Students will learn to appraise literature and apply the evidence to a patient care situation or population of interest.

This course introduces students to the mechanisms and policies of health care delivery in the US and examines the social, legal, economic, public health, professional and patient care implications on pharmacy practice and health disparities. A comparison of the US and international healthcare systems is also introduced, in order to provide perspective on diverse models of healthcare delivery. Current topics are emphasized to best prepare students for their roles as healthcare professionals within a dynamic and constantly evolving US and global healthcare system.

This course focuses on the principles of pharmacy practice leadership and management to meet patient care objectives efficiently and effectively. Included are elements of operations management, informatics, quality assessment and performance improvement, medication safety systems, financial and human resources management, and personal reflection. Students are expected to select and apply management concepts to a variety of pharmacy situations and case studies and to evaluate and develop management plans for safe and effective patient care services.

This course is designed to familiarize students with the principles of pharmacoepidemiology (PEPI) and Pharmacoeconomics (PECON), building on previous courses within the PharmD curriculum. The pharmacoepidemiology portion of the curriculum will feature key principles of pharmacoepidemiology, estimating health measures of utilization or risk, and monitoring and analysis for adverse drug events in populations. The section of the course on pharmacoeconomics will cover material relating to establishing costs and benefits of drug interventions. The principles discussed and applied in this course will better prepare students to function in prescription decision-making capacities for patients and in systems. 

Self-Care and Nonprescription Pharmacotherapy builds on the basics of pathophysiology, pharmacology and therapeutics. With the use of the Pharmacists’ Patient Care Process, the major focus of the course will be assessing and triaging complaints, recommending and selecting self-care and nonprescription medications, and educating patients. Students will be able to assess complaints, determine which conditions are amenable to self- treatment, make independent therapeutic decisions, develop self-monitoring plans, and educate patients accordingly. Students will use a variety of communication skills aimed at maximizing therapeutic outcomes.

Self-Care and Nonprescription Pharmacotherapy builds on the basics of pathophysiology, pharmacology and therapeutics. With the use of the Pharmacists’ Patient Care Process, the major focus of the course will be assessing and triaging complaints, recommending and selecting self-care and nonprescription medications, and educating patients. Students will be able to assess complaints, determine which conditions are amenable to self- treatment, make independent therapeutic decisions, develop self monitoring plans, and educate patients accordingly. Students will use a variety of communication skills aimed at maximizing therapeutic outcomes.

This course focuses on the principles and strategies of public health that can be used by pharmacists to deal with population-level issues relevant to their profession. Concepts, tools, and models of pharmacist participation in public health activities are presented and applied. Students learn to design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.

The Infectious Diseases Therapeutics I (IDT) course builds on the School of Pharmacy pre-requisite course, Microbiology, in addition to Biochemistry and Immunology. This course is a required, 3 credit, didactic course, that focuses on the pharmacology of anti-infectives, medical microbiology of pathogenic microorganisms, and disease state management for infections. This course provides pharmacy students with the skills to assess patients presenting with an infection, identify appropriate anti-infective therapy, and the skills to monitor for both efficacy and toxicity.

The Infectious Diseases Therapeutics II (IDT) course builds on the School of Pharmacy pre-requisite course, Microbiology and the School of Pharmacy required course Infectious Diseases Therapeutics I. This course is a required, 3 credit, didactic course, that focuses on the pharmacology of anti-infectives, medical microbiology of pathogenic microorganisms, and disease state management for infections. This course provides pharmacy students with the skills to assess patients presenting with an infection, identify appropriate anti-infective therapy, and the skills to monitor for both efficacy and toxicity.

PharmD Capstone: Professional Life After Graduation is designed to support a student’s licensure, transition into professional practice, and habits of continuing professional development (CPD). A year-long series of activities designed to inculcate precepts of self-directed life-long learning followed by on- line and in-person, intensive review sessions, organized by body systems to prepare students for success on the NAPLEX foster the transition from student to pharmacist.

The Abilities Lab is a series of courses that occur during the fall and spring terms during years one through three of the curriculum. The purpose of the Abilities Lab is to assist student pharmacists in achieving proficiency in professional abilities 2 through the integration of knowledge, skills, behaviors, and values in order to function as an independent pharmacy practitioner in a variety of health care environments. As the final course in the series, Abilities Lab 6 builds on prior didactic and experiential content. This course specifically emphasizes competencies in complex transitions of patient care, oral and written communication skills, and APPE readiness.

Applied Sciences and Therapeutics (AST) introduces students to integrate pathologic mechanisms, the relationship of these mechanisms to subjective and objective findings, disease progression, and potential targets of treatment. Students will utilize basic and clinical sciences, and the Pharmacists’ Patient Care Process (PPCP) for therapeutic decision-making in their approach to patient care. Students will explore population based public health considerations for select diseases and/or conditions, including health promotion, disease prevention, and patient safety. AST 7 will use a combination of asynchronous lectures and team-based learning (TBL). Topics covered include mental health (schizophrenia, depression, anxiety disorders, bipolar disorder, sleep disorders, attention deficit hyperactivity disorder, autism spectrum disorder) and substance use disorders (opioid use disorder, alcohol use disorder, nicotine dependence).

The purpose of this course is to provide student pharmacists with a conceptual framework for professionalism by introducing them to the social and behavioral foundations of the profession.

The purpose of this course is to provide student pharmacists with a conceptual framework for professionalism by introducing them to its foundational social and behavioral constructs. Whereas the first semester focused on one’s development as a professional, the spring will focus on the societal role of the pharmacy profession.

This course will allow student pharmacists to explore and evaluate areas of management responsibilities in the community pharmacy setting. The areas of emphasis include financial, human resources and operational aspects of community pharmacy management. This course utilizes primarily external lecturers with a particular area of expertise in community pharmacy management.

Case Based Management of Infectious Diseases provides a forum for students to build knowledge and skills in evaluating the management of selected patients with infectious diseases. Students are expected to prepare for these classes by reviewing relevant assigned literature and guidelines, prepare their assigned debate, participate in case work, and play a role in the class discussion throughout the semester. The discussion of the cases focuses on the major decisions made in clinical management and evaluation of literature supporting or rejecting them and are meant to build off materials learned in PHAR 5016/5017. Case discussions will highlight important aspects of pathophysiology, microbiology, and standards of care. A significant amount of self-directed activity, with faculty mentorship, is required for this course. Students are expected to utilize knowledge developed from this and prerequisite courses to collect relevant data, assess patient cases, develop treatment plans, and identify follow-up and monitoring parameters as detailed in the Pharmacists’ Patient Care Process (PPCP).

The course presents a wide range of information on the health and well-being of older adults through clinical, research, and policy presentations. This is a hybrid longitudinal course that will be offered both online as well as monthly in-person classes. Course content will be conveyed through lectures, panel discussions, team and case presentations, role play, and videos.

Comprehensive pediatric care is a two-credit course offered in the fall semester for third year students in the entry-level Doctor of Pharmacy Program. This elective course is designed to prepare students to optimize medicine use in pediatric patients in the ambulatory or institutional setting. The course will cover cognitive and physiological development, psychosocial factors affecting medicine use, pharmacist role, and pediatric pharmacotherapy for various disease states. Students in this class will utilize the pharmacists patient centered care process (PCPP) to collect information, assess problems, plan for treatments, monitoring, and education of pediatric patients.

Interindividual variability in drug effects and the lack of reliable prediction of this variability has been recognized as major barriers to safe and efficient therapeutics. Genetic makeup is one of the intricate factors that has substantial influence on drug efficacy or toxicity. Pharmacogenomics deals with hereditary and effects on drug response. It combines traditional pharmaceutical sciences with contemporary knowledge of genes, proteins and SNPs. This course focuses on the pharmacogenetics of major drug metabolism related genes, such as cytochrome P450 (e.g. CYP2D6, CYP2Cs, and CYP2B6), phase II conjugates (e.g. UGTs, NATs, and GSTs), and drug transporters (e.g. MDR1, MRPs, and BCRP). The content will also cover basic concepts of pharmacogenomics, the promise of personalized medicine, interethnic differences in drug response, and perspectives from clinical practice and regulatory agency. An in-class genotyping exercise will be offered to students attending the course. Students will present their genotyping findings in class referring to the Clinical Pharmacogenetics Implementation Consortium guidelines. The objective of this course is to enable the student to understand basic pharmacogenomic principles, and their potential use for developing better and safer drugs. Currently, there are increasing numbers of Schools of Pharmacy offering pharmacogenetics/pharmacogenomics as a standalone course. Acquiring knowledge in this evolving field complements the mission of pharmaceutical care.

This course involves independent investigations consisting of library or laboratory research, seminars, or other assignments appropriate to the problem investigated. It is a DIDACTIC elective that may include self-study and gathering background information. The focus is learning a body of knowledge rather than building specific pharmacy practice skills, which may be a portion but not the entire focus of this experience. The individual projects should relate to several of the school’s competency-based outcomes of the PharmD curriculum based on what course-specific outcomes are identified.

This course provides students the opportunity to observe and be involved in a clinically oriented pharmacy practice setting early in their education. Students learn about the Poison Center’s operation and resources and the potential for pharmacist participation in this area of patient care. The course consists of on-line lectures, role playing and activities in the Maryland Poison Center. Students prepare a presentation and paper on a hospital-managed overdose patient.

Provide the students with an understanding of the recent progress in basic and clinical pharmacology research, from new concepts in Pharmacology to the new techniques and trends in Pharmacology.

Pharmacotherapy of the Critically Ill Patient is an elective 2-credit live course open to third year Doctor of Pharmacy students who have completed the prerequisite. This elective course focuses on unique considerations for a clinical pharmacist taking care of critically ill patients and prepares the student to understand principles of pharmacokinetics, physiology, and pharmacotherapy essential to the management of the critically ill. During this course, faculty will provide lectures to illustrate topics and disease states they encounter daily. Instructors will emphasize connections between disease state management and collection of relevant data, assessment of the patient, development of treatment plans, and identification of follow-up and monitoring parameters, as detailed in the Pharmacists’ Patient Care Process (PPCP). Students will also enhance their understanding through background readings, evaluation of primary literature through a journal club presentation, and development of a response to a critical care drug information question. By the end of the course, students should be well-versed in the fundamental knowledge and skills needed to evaluate and monitor patient-specific pharmacotherapy plans in a variety of critical care settings.

This course will focus on: 1) the application of economic theory to evaluation of the pharmaceutical marketplace; 2) methods used for comparative effectiveness research (CER), patient-centered outcomes research (PCOR) and pharmacoeconomic evaluation of prescription drugs and health technology assessment.

(1) The application of economic theory to the evaluation of the pharmaceutical marketplace Fundamental principles of microeconomics will be used as tools for analyzing the complex nature of demand (preferences, willingness to pay) and supply (pharmaceutical R&D, production and sales) of pharmacueticals. A broader view of "economic analysis" will be utilized to discuss the pharmaceutical industry in the United States within the context of market incentives (e.g. insurance and government programs.)

(2) Methods used for comparative effectiveness research (CER) and pharmacoeconomics An introduction to methods and empirical approaches relevant to CER will be presented. Discussion will focus on the major areas of debate in the evolving fields of CER with an emphasis on measuring health outcomes in a manner that is both scientifically rigorous and meaningful to post-regulatory decision makers interested in assessing “value.” Data analysis techniques relevant to the pharmoceconomic assessment of drugs and other health care technologies will be explored, with emphasis on methods for quantifying costs and effectiveness using regression-based approaches as well as decision-analytic techniques. Presentations and critiques of empirical studies will be an integral part of the learning process.

The system for the delivery of mental health care differs dramatically from the overall health care delivery system. Care for chronic mental illness and developmental disabilities is often furnished and financed through the public sector and has its own laws and regulations. The scientific environment for the provision of mental health care uses published, symptom based diagnostic criteria and a wide variety of rating scales and psychological tests. Myths about mental illness are widespread and reinforced by the popular media. Psychopharmacologic agents (Prozac, Halcion, Valium, etc.) and other treatments (electroconvulsive shock therapy, psychosurgery, straight jackets, etc.) for mental illnesses have served as the basis for a number of controversies in the recent past. This course provides the student with an understanding of the mental health system, discusses controversies with which the practicing pharmacist is likely to be faced, familiarizes the student with tools and techniques used in the treatment of psychiatric diseases, the study of psychopharmacologic agents and assists the student in defining roles for pharmacists in the provision of mental health care. This is an elective course conducted in seminar and discussion format. It utilizes video, guest speakers, panels, assigned readings, and group/Blackboard discussion to illustrate points and present material. The course requires active participation by students electing to enroll in it.

The clinical toxicology course will provide students with an overview of the clinical manifestations, assessment and treatment of poisonings with common drug, chemical, and biological agents. The format includes on-line lectures by faculty members and on-line case discussions with students. Course evaluation includes the discussion sessions, and in class midterm and final exams. Note: This course is highly recommended as preparation for APPC 484 Poison Information Rotation.

Communication at its core is about selling your message to the intended audience. “Making the Sale” requires persuasive communication to different audiences in a variety of formats support our graduates as they enter a diverse range of health and scientific careers. This course will develop effective communicators that allows students to confidently adapt their message to any audience or context. Approaches toward this will include: developing techniques to reduce presentation anxiety, using storytelling and narrative for persuasion, and using best practices for various presentation formats and technologies.

Students participating in this course will assist laboratory instructors by facilitating Abilities Lab activities in ABL courses 1, 2, and 4. The goal of this course is to provide students experience in an academic training environment. Students will have the opportunity to develop and improve their communication and teaching skills by helping to facilitate activities in the Abilities Lab courses (ABL 1, 2, and 4). Students will be expected to utilize skills previously learned in the curriculum to engage students in meaningful discussions related to the assigned activities. Teaching activities in this course are primarily in small group formats. Enrolled students are expected to also participate in lab preparation activities, activity revisions, and discussions with faculty and P4 students.

This course prepares pharmacy students to interact with terminally ill patients through increased understanding of the social and psychological aspects of death and dying as well as pharmaceutical care approaches when dealing with terminally ill patients. Students will utilize the Pharmacists’ Patient Care Process (PPCP) when making therapeutic decisions to approach patient care. 

This course presents a unique interprofessional opportunity that engages students from various UMB professional schools and overseas universities. Trainees will learn about caring for older adults by working with neighbors living in senior housing facilities through a “shared classroom” experience.

The Pharmapreneurism Seminar elective will prepare students to evaluate information related to Pharmapreneurism, Entrepreneurship, Innovation, Business Innovation, Problem-Solving and Creative Thinking and integrate this information with previously learned content to develop a Pharmapreneurism mindset. Topics will vary each semester to reflect the advances in the field. Students will attend and participate in COVID-complaint lectures, seminars and activities at UMB and reflect on the implications of the information provided as well as the application for future practice, business and research opportunities. Students will also develop skills as lifelong learners in the acquisition, interpretation and application of Pharmapreneurism concepts and principles by participating in other co-curricular activities at the School and the UMB campus. Students will be expected to apply information learned to create innovative solutions to address practice, research and business challenges. For Pharmapreneurship Seminar I the focus will be on foundation concepts and critical components of Pharmapreneurism, Innovation, Creativity and Problem Solving.

The Pharmapreneurism Seminar elective will prepare students to evaluate information related to Pharmapreneurism, Entrepreneurship, Innovation, Business Innovation, Problem-Solving and Creative Thinking and integrate this information with previously learned content to develop a Pharmapreneurism mindset.  Topics will vary each semester to reflect the advances in the field. Students will attend and participate in COVID-complaint lectures, seminars and activities at UMB and reflect on the implications of the information provided as well as the application for future practice, business and research opportunities. Students will also develop skills as lifelong learners in the acquisition, interpretation and application of Pharmapreneurism concepts and principles by participating in other co-curricular activities at the School and the UMB campus. Students will be expected to apply information learned to create innovative solutions to address practice, research and business challenges.

For Pharmapreneurism Seminar II the focus will be on the application of Pharmapreneurism principles to create innovative solutions to address practice, research and business challenges.

Patient-Centered Approach to Medication Management in Mental Health is an elective 2-credit course, where second and third year pharmacy students and second year social work students will work collaboratively to explore issues related to optimizing medication management for patient with mental health disorders. Providing patient care for this population requires an understanding of pharmacotherapeutic options, psychotherapeutic options, social determinants of health, respect for patient autonomy and methods for shared decision making. Through working collaboratively on patient cases, pharmacy and social work students will explore these concepts and practice developing individualized treatment plans.

The Introduction to Integrative Medicine elective will provide students with an overview of the principles of Integrative Medicine. We will explore various Integrative Medicine modalities and themes including; wellness, stress management, nutrition, acupuncture, yoga, therapeutic massage and aromatherapy. This elective will provide students with tools to use in support of their own wellness as well as for their future patients.

The development of an Interprofessional Culinary Medicine elective at the University of Maryland Baltimore will bring together professional students from medicine, pharmacy, nursing, dentistry, law and social work. It will provide comprehensive, evidence-based nutrition instruction followed by hands on group cooking led by culinary experts. The students will then eat what they have cooked together, allowing for the development of a greater appreciation across the disciplines. All culinary health and medicine sessions will include a practical focus on surmounting common barriers to healthy nutrition habit changes to enable better patient care. For instance, students will learn how to help their patients (and themselves) overcome barriers of limited time, financial resources, and taste barriers through strategies such as utilizing slow cookers, cooking in bulk, and replacing added sugar and sodium with flavorful spices and herbs. To round out the experience, students will have an opportunity to bring their nutrition knowledge into the West Baltimore community. This practical, hands on experience offered to the culinary health and medicine course will add to the breadth of patient care.

This course will prepare students to participate in the University of Maryland Center of Excellence in Regulatory Science and Innovation (M-CERSI) “America’s Got Regulatory Science Talent” Competition. The competition involves each team developing and presenting a proposed solution to a current opportunity in regulatory science. The competition aims to promote student interest in regulatory science – the science of developing new tools, standards and approaches to assess the safety, efficacy, quality and performance of FDA-regulated products.

Pharmacotherapy of Solid Organ Transplantation is an elective 2-credit live course open to third-year student pharmacists who are interested in learning about the pharmacotherapeutic management of solid organ transplant recipients. This elective will provide students with additional exposure to relevant disease states (e.g., end-stage kidney, liver, and heart disease; opportunistic infections), individualizing treatment regimens based on patient-related variables, and applying transplant concepts to case-based scenarios and discussions.

Clinical Pharmacology is a broad field that focuses on the discovery and development of drug. In the industry setting, clinical pharmacologists design and evaluate clinical trials, develop regulatory guidelines for new therapies, and evaluate drug use on a population level. This course trains students on applied clinical pharmacology principles that are necessary to work in industry. By the end of the course students will have a strong understanding of the key clinical pharmacology studies required for drug approval, including how to analyze and interpret the results of such studies. Students will likewise gain a foundational understanding of drug development as a whole.

In this introductory course, participants will learn about the cultural history of medical cannabis use, explore how federal law and policy relating to medical and non-medical use of cannabis has evolved in the United States, and discuss ethical issues related to medical cannabis. Additionally, students will learn how to identify credible sources of information related to medical cannabis and educate patients and other professionals.

Students will learn about receptor theory, pharmacokinetics, pharmacodynamics, and drug tolerance and dependence as related to cannabis, along with a critical assessment of the clinical utility of cannabis for a range of indications. This course will develop participants’ skills to evaluate cannabis (and its components) from a mechanistic and pharmacologic perspective with the ultimate goal of providing the most appropriate cannabis regimen for individual patients for their particular indication.

This course provides students with an opportunity to gain skills necessary for effective formulary review and management. Students will be exposed to resources and have access to faculty and instructors to improve knowledge and understanding of the formulary review process. Students will apply their learning by developing content for formulary management. Students will work in teams to prepare a written evaluation of an assigned drug that includes recommendations for formulary placement and present an oral summary supported by slides. The highest scoring team in the course will be eligible to compete in the Academy of Managed Care Pharmacy’s National P&T Competition.

Since students will have completed P&T Competition I, this second course provides students with an opportunity to enhance their formulary review and management skills. The expectation is that the knowledge and skills gained during P&T Competition I will improve the student’s efficiency and reduce the expected workload to complete the assignments. Students will work in teams to prepare a written evaluation of an assigned drug that includes recommendations for formulary placement and present an oral summary supported by slides. The highest scoring team in the course will be eligible to compete in the Academy of Managed Care Pharmacy’s National P&T Competition.

This course is intended for students who intend to apply for post graduate residency or fellowship training. Students who are interested in learning more about the selection, interview and application process as well as qualities that make candidates more marketable for a residency and or fellowship program are encouraged to take this course. Please note we have no control over placement however this course is designed to help strengthen the skills necessary when applying for post graduate positions.

Ambulatory Care is an elective 2-credit live course open to third year pharmacy students who are interested in providing pharmaceutical care in an ambulatory care setting. Providing patient care in this setting requires understanding of core clinical topics, application of primary and tertiary literature to patient care, and practice management topics including billing, communication, and scope of practice. This elective will provide students with additional practice reviewing relevant disease states, individualizing treatment regimens based on patient-related variables, applying concepts to case-based scenarios, evaluating literature, and describing ambulatory care practice models. The skills emphasized in this course will strengthen students’ ambulatory care pharmacotherapy skills in preparation of the required ambulatory care advanced pharmacy practice experience.

This course provides students with an opportunity to gain a deeper understanding of managed care principles and practices and their impact on the healthcare system. The course will cover topics related to the prescription drug benefit, formulary management, specialty medications and economic considerations. The course will also discuss the roles and responsibilities of a managed care pharmacist. By course completion, students will obtain knowledge and skills of managed care pharmacy that can be valuable preparation for experiential education and career opportunities in a variety of practice settings, including a managed care organization, pharmacy benefit management company, the pharmaceutical industry, and community pharmacy management.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

APEX 424 is an experiential elective involving a faculty researcher and a specific research focus. Data are collected during this experience for the purposes of dissemination. This is available only during the fourth year.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students experience in diverse areas where individual patient care is not the focus. Students are expected to use abilities learned previously in the curriculum to meet general course objectives and site-specific objectives developed by the preceptor, with input from the student, in areas such as systems management, administration, population-based services, and government affairs.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum in order to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Student will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with experience in a variety of patient care practice environments (e.g., medicine subspecialties, compounding, nuclear pharmacy, poison information). Students are expected to utilize abilities/skills and knowledge learned previously in the curriculum to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This is accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students advanced experience in a health system pharmacy setting. Students will be expected to utilize abilities learned previously in the curriculum in order to oversee drug distribution systems, evaluate and monitor drug therapy, complete medication performance improvement, and educate health professionals. This will be accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide exposure and experience in an ambulatory care environment. Ambulatory care pharmacy practice is the provision of integrated, accessible health care services by pharmacists who are accountable for addressing medication needs, developing sustained partnerships with patients, and practicing in the context of family and community. The ambulatory care setting involves interprofessional communication and collaboration to provide acute and chronic patient care that can be accomplished outside the inpatient setting. Students will be expected to utilize abilities/skills and knowledge learned previously in the curriculum in order to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This will be accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students with an experience in a team-based acute care environment. Students will be expected to utilize skills learned previously in the curriculum in order to participate in the Pharmacist’s Patient Care Process, which includes collecting and assessing patient-specific information; implementing individualized patient- centered care plans; and monitoring and evaluating the effectiveness of care plans. Additionally, students will function effectively as part of an interprofessional team and formally present patient information. These tasks will be accomplished through a variety of oral and written communication techniques.

The goal of this rotation is to provide students advanced experience in a community pharmacy setting. Students will be expected to utilize abilities/skills and knowledge learned previously in the curriculum in order to participate in the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient centered care plans; and monitoring and evaluating the effectiveness of care plans. Students will also educate patients or caregivers and respond to drug information inquiries. This will be accomplished through a variety of oral and written communication techniques.

Pharmacists have had a positive impact on the development, implementation and growth of pharmacy services in a variety of settings. This experiential course builds on the knowledge, skills, and abilities for student pharmacists to demonstrate commitment, professionalism, and project management through work on a scholarly project addressing a pharmacy related research question. Students will participate in a needs assessment, evaluate data, and form appropriate conclusions based on the data analysis.

The course introduces student pharmacists to the professional practice of pharmacy through an experiential learning activity. Career options are explored in traditional community or institutional pharmacy practices. The course also facilitates the initial integration of information and skills learned at School with pharmacy practice at an experiential learning site and sets the expectations for professionalism throughout experiential learning courses/rotations. Students will learn about the Pharmacists’ Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans.

This Introductory Pharmacy Practice Experience (IPPE) course will provide student pharmacists with the opportunity to assess quality pharmacy operations and safe medication use practices in a community pharmacy environment. Students will participate in pharmacy practice activities and will apply the knowledge and skills from Abilities Labs 1-4 and previous IPPEs to meet the course objectives, which promote patient safety. This rotation will also introduce student pharmacists to the delivery of direct patient care services in community pharmacy settings. Students will be expected to utilize skills learned previously in the curriculum in order to participate in the Pharmacists' Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans, and to document this information. This will be accomplished through a series of patient interactions and written SOAP notes.

This Introductory Pharmacy Practice Experience (IPPE) course will provide student pharmacists with opportunities to assess quality pharmacy operations and safe medication use practices in health-system environments. Students will participate in pharmacy practice activities and will apply the knowledge and skills from Abilities Labs 1-4 and previous IPPEs to meet the course objectives, which promote patient safety.

This Community Pharmacy Practice Intensive course will provide student pharmacists with the opportunity to further assess quality pharmacy operations and safe medication use practices in a community pharmacy environment. Students will participate in pharmacy practice activities and will apply the knowledge and skills from Abilities Labs 1-2 and previous IPPEs to meet the course objectives, which promote patient safety. This rotation will also introduce student pharmacists to the delivery of direct patient care services in community pharmacy settings. Students will be expected to use skills learned previously in the curriculum in order to participate in the Pharmacists' Patient Care Process, which includes collecting and assessing patient-specific information; developing and implementing individualized patient-centered care plans; and monitoring and evaluating the effectiveness of care plans, and to document this information. This will be accomplished through a series of patient interactions and written SOAP notes.

The goal of this rotation is to provide students the opportunity to gain insight into healthcare delivery in another country. Students will participate in pharmacy practice activities within the healthcare setting and gain an understanding of the cultural and ethical issues affecting healthcare in the host country.