Pharmacy Students

Pharmacists are medication experts who enhance patient care and promote wellness. You will use your professional knowledge as a pharmacist to prepare and dispense prescriptions, ensure medicines and doses are correct, prevent harmful drug interactions, and counsel patients on the safe and appropriate use of their medications. As a pharmacist, you will have unique and specialized expertise about the composition of medicines, including their chemical, biological, and physical properties, as well as their manufacture and use. Other health care professionals will rely on you to select and administer medications that offer the best results and quality of life for a particular patient. As a pharmacist you may prepare personalized medications, participate in patient rounds at the hospital, reduce the spread of infections, conduct research or clinical trials, or focus on a specific patient population or disease state (e.g., diabetes, heart disease, asthma, HIV, and pain management). Be a pharmacist and help people live better, healthier lives!

Pharmacy Student

All pharmacy students in Palestinian universities are required to finish a total of 1444 practical hours in any pharmacy settings before graduation.

• Combination Therapy
• Occupation (Patient Social Context)
• Interprofessional Education
• Registered Nurse
• Health Care Personnel
• Pharmacy
• Drug Therapy
• Pharmaceutical Care
• Empathy
• Personal Digital Assistant

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Incorporating Patient’s Perspectives in Educational Interventions

Development and Inclusion of a Training Module of Computer Communication Skills in the Undergraduate CC Course (Medical Students) and in the Postgraduate and Master Courses

Medical, pharmacy, psychology, nutrition, and nurse students and professionals are attending undergraduate and postgraduate communication skills courses at our Medical School [41–43] . Inclusion of training modules in patient-computer-physician/student communication is ongoing to enhance students and professionals’ communication efficacy to deal with the computer within the health professional-patient relationship. Communication skills training programs applied during medical courses have been shown to improve students’ knowledge [44,45] , attitudes [46,47] , confidence [47] , empathy, and patient-centeredness [48–52] . Medical and other health professions students, although skilled in personal use of digital resources, require training to become skilled users at a professional level. Theoretical approaches during early curricular years have to be supplemented by the integration of role-modeling by clinical teachers during clerkships [53] Regarding computerized settings, undergraduate curriculum needs to foster students’ effective communication and capacity to provide patient centered care [24] in the presence of the computer. Students who were formally taught on integrated computer communication skills demonstrated better performance whilst utilizing a computer during their clerkships [54,55] , emphasizing the need for curriculum development throughout all years of training. At the postgraduate level, specific computer use skills should be taught during early stages of internship to enhance their efficacy [56] .

In our experience, senior physicians in practice for more than 15 years reported significantly lower undergraduate (p=0.001) and postgraduate (p=0.033) formal communication skills training than their trainees and have acquired computer skills predominantly from personal experience and advice from colleagues [16] . Experienced health professionals attending educational programs to improve the integration of the computer in patient–professional interactions have stated the need for training in late professional career stages (Sobral D and Figueiredo-Braga M, in press).

URL: https://www.sciencedirect.com/science/article/pii/B9780128053621000115

Curriculum Development: Mismatch Between Supply and Demand

Abstract

The goal of pharmacy education is to equip pharmacy students with the knowledge and skills to deliver pharmaceutical products and quality pharmacy services. Health systems in developed countries have a growing need for individualized and specialized pharmacy services, such as chronic disease management, home medication review, geriatric medication management, deprescribing, etc. Similarly, developing countries are also in need of more pharmacists who can deliver quality pharmacy services, including provision of patient care services. The pharmacy education sector, however, has not been able to meet this need in the pharmacy workplace in many countries. Despite the recent initiatives and reforms, there are still some gaps between pharmacists’ training and society’s needs for pharmacy services and pharmaceuticals in many countries. To bridge this gap, the pharmacy education sector must work together with the key players and stakeholders in the health sector and must review its curriculum and training to meet the current practice needs and requirements.

URL: https://www.sciencedirect.com/science/article/pii/B9780128119099000174

Iran

Teaching of Toxicology

Basic and clinical toxicology are taught to undergraduate Pharmacy students and more recently to Medical students, postgraduate students in Clinical Medicine, and to MSc and PhD students of Toxicology. Clinical toxicology courses as part of Continuing Medical Education are also given to some general practitioners and specialists in clinical medicine. There are very strong departments of Toxicology in the Faculties of Pharmacy in the Medical Universities of Iran. These departments usually graduate Pharmacists and Physicians with a PhD in Toxicology. In 1987, Tehran University of Medical Sciences (TUMS) started the postgraduate training of Pharmacists and Physicians in Toxicology at the PhD level and five years later Shaheed Beheshti, followed by Mashhad University of Medical Science, and, more recently, Tabriz University of Medical Sciences joined in Toxicology education at the PhD level. In addition, the Department of Pharmacology from the School of Medicine in TUMS, and the Pharmacy Schools of Mashhad, Ahwaz, Kerman, and Shiraz Universities of Medical Sciences, joined in toxicology education at the MSc levels. Medical Universities also train Physicians in residency programs of Legal Medicine. Recently, a residency program of Emergency Medicine has been established in Iran in which Physicians are trained to manage poisoning cases. In addition, a fellowship of Clinical Toxicology is being approved by authorities to train Toxicologists at higher fellowship levels. Added to these, there are pediatricians, anesthesiologists, internalists, and legal medicine specialists who are active in the management of poisonings in Iran in private and non-private hospitals. There is a National Board of Toxicology located within the Undersecretary of Education in the Ministry of Health and Medical Education that governs all toxicology matters in terms of teaching, study, and jobs.

URL: https://www.sciencedirect.com/science/article/pii/B9780123735935000926

Debatable Issues and Future Discussions in Pharmacy Education

Teaching for Practice Expectations Today or for the Future

Perhaps the most pressing question is whether we should teach pharmacy students for practice expectations today or teach for what our projections of practice will be in 20 years. There are pluses and minuses for each approach. Teaching with a focus on current needs is easy to accomplish, as we understand the environment in which pharmacy is practiced today, both in the community and in the hospital ( Sonnedecker, 1963 ). Our graduates will feel confident and will have subject mastery over contemporary matters, but they may be obsolete in 20 years when new practice modalities arise, and when newer financial and organizational characteristics will be felt. The alternative is to take a large risk and teach for the future, just as the hunter aims for the expected trajectory of the target. This has major potential pitfalls. Our predictions could be far from the mark, doing a disservice to our graduates and/or we have the possibility of causing dissatisfaction and frustration among our graduates in the coming years, when the practice environment has not yet reached the level of professionalism they were expecting. It is not clear what a curriculum would resemble to hedge our bets, as they say, and teach for the nearer-term future.

URL: https://www.sciencedirect.com/science/article/pii/B9780128119099000204

Philosophy, Theories, Models, and Strategies in Pharmacy Education: An Overview

Instructional Strategies

Instructional strategies are important in facilitating complex learning, either directly or indirectly. Instruction can be classified as educator-directed instruction (direct instruction) and student-centered models of learning ( Seifert & Sutton, 2009 ). Each method of teaching is useful for certain purposes.

Educator-directed instruction programs are usually based on a mix of ideas from behaviorism and cognitive theories of learning. Students still have responsibility for working and expending effort to comprehend new material. Educators structure lessons in a straightforward, sequential manner. Educators obtain students’ attention, reinforcing correct responses, providing corrective feedback, and practicing correct responses. Some teaching strategies that could be used by the educators are lecturing, discussion, questioning, demonstration, recitation, practice and drill, review, and audiovisuals.

For student-centered instructional models, the responsibility for directing and organizing learning is shifted from the educator to the student, but not completely. The educator still partly holds organizational and leadership responsibilities. Examples of strategies are independent study and self-reflection.

As educators, how would we like our students to think? Do we know the ways our students think? Do our students think critically? Are they creative thinkers? Are they able to solve problems; in other words, are they skillful problem solvers? The choices of instructional strategies will depend on forms of thinking. Each strategy encourages certain forms of learning and thinking that have distinctive educational aims. The forms might work synergistically with each other to achieve educational purposes.

There are three forms of thinking that are usually used in classrooms: (1) problem solving, (2) creative thinking, and (3) critical thinking. Problem solving is “the act of defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution; and implementing a solution” ( American Society for Quality, 2017 ). There are four basic steps in problem solving: define the problem, generate alternative solutions, evaluate and select an alternative, and implement and follow up on the solution. Problem solving is an activity in which a best value is decided for an unknown, which is subject to a set of restrictions. Bloom’s Taxonomy classifies and identifies six problem-solving skills: knowledge (define the problem), comprehension (understand the problem and analyze the situation), application, analysis, synthesis, and evaluation (determine actions to be taken to introduce the solution into the workplace) ( University of Michigan, n.d. ).

Creative thinking means thinking about new things or thinking in new ways. It is about thinking outside the box. It can be about an object, a skill, or an action. These objects, skills, and actions should be something strange, new, and valued. Creative students can devise new ways to carry out tasks, solve problems, and meet challenges. Creative thinking involves specific thought processes that improve the ability to be creative and generate new ideas. Creative students will maximize their ability to think of new, original, diverse, and elaborate ideas ( Infinite Innovations, n.d. ). Students who are creative thinkers adopt multiple perspectives of a problem and normally do not use standardized formats for problem solving. Creative thinking is also called divergent thinking. Torrance (1992) and Kim (2006) defined it as ideas that are open-ended and result in many directions. It is triggered by open-ended questions with many possible answers. Students, prior to engaging in this thinking, should have already acquired knowledge about the subject. Divergent thinking strongly depends on convergent thinking that is focused, logical reasoning about ideas, and experiences that lead to specific answers.

National Council for Excellence in Critical Thinking (1987) defined critical thinking as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” It is a disciplined thinking that is clear, rational, open-minded, and informed by evidence ( Dictionary.com, n.d. ). Critical thinking can be seen as having two components: (1) a set of information and belief generating and processing skills, and (2) the habit, based on intellectual commitment, of using those skills to guide behavior. Someone with critical thinking skills is able to do the following: ( Lau and Chan, n.d. ) (1) understand the logical links between ideas; (2) determine, construct, and assess arguments; (3) identify irregularities and common mistakes in reasoning; (4) solve problems systematically; (5) identify the relevance and importance of ideas; and (6) reflect on the justification of one’s own beliefs and values. Students use metacognition to think critically, i.e., the strategies for thinking about thinking and for monitoring the success and quality of one’s own thinking. More precisely, it refers to the processes used to plan, monitor, assess one’s understanding and performance, and make changes to one’s own learning behaviors ( Cambridge International Examination, n.d. ). Metacognition includes a critical awareness of (a) one’s thinking and learning, and (b) oneself as a thinker and learner ( Center for Teaching Vanderbilt University, n.d. ).

What is Next?

Can pharmacy colleges be vessels of transformative leadership to make pharmacy students capable of making an impact on society? It is possible, and one way is taking a multidisciplinary approach, building the development of the right skills and values into the curriculum, and setting up programs in a way that allows substantial time for practical experience and asking partners who provide that experience to measure the impact.

What is the best way to teach the new generations of pharmacy students? Many of these individuals are multitasking. They expect positive outcomes, appreciate innovative teaching, work in teams, and prefer collaboration. For pharmacy educators, it is important to choose and use the right and best methods, such as developing mentoring relationships, providing direct and frequent feedback, clarifying expectations, and personalizing learning experiences.

Educators are also encouraged to use technology in their classroom, e.g., internet, podcasting, digital cameras, Smart Boards, computers, YouTube, blogging, social media, and educational software. Technology devices have replaced chalkboards, pencils, and overhead projectors in classrooms. Even the computers have gone through a significant revolution. Tablets, iPads and e-books are replacing textbooks, and smartphones have become a powerful tool. Technology has a positive impact in the education and learning process. It pushes the educational capabilities to new levels. It makes learning more interesting and enjoyable, especially for subjects that are “dry” and boring. According to Dale (1996) , the highest average retention rate of new information learners retain after 24 h is “teach others,” at 90%, followed by “practice by doing,” 75%, “discussion group,” 50% (all are classified as participatory teaching methods), “demonstration,” 30%, “audiovisual,” 20%, “reading,” 10%, and “lecture,” 5% (all are classified as passive teaching methods). Thus, pharmacy educators should move towards hybrid learning (or mixed-mode instruction or blended learning). They should use multiple methods to deliver teaching materials, i.e., combining face-to-face interactions with online activities, flipped classrooms, online learning, open education resources, and technology integration.

There are many factors that affect adult learning that educators have to take into consideration for effecting teaching and quality outcomes. These factors include age, language background, degree of language literacy, cultural background, individual learning preferences and styles, emotional and psychological issues, motivation and personal condition and stressors ( Moore & Sugarman, 2010 ). Learners learn best when they are actively engaged in their own learning; as Confucius, the Chinese philosopher and reformer, said, “I hear and I forget. I see and I remember. I do and I understand” ( Moncur, n.d. ). Students have different kinds of intelligence, and thus they learn in different ways. Pharmacy educators need to be familiar with the different learning theories, styles, and strategies to make teaching and learning effective with positive outcomes and impacts.

URL: https://www.sciencedirect.com/science/article/pii/B9780128119099000034

“The Commencement of a New Era”

Briony Hudson , . Maureen Boylan , in The School of Pharmacy, University of London , 2013

Students’ associations

In 1875, Council gave permission for the formation of the School of Pharmacy Students ’ Association. Proceedings of its fortnightly meetings were published in The Pharmaceutical Journal alongside other “Scientific Societies”, as its primary aim was educational rather than recreational. In this sense, it could trace its origins back to the Laboratory Students’ Society in the 1850s. Professor Redwood had set up an association for the students in 1870, which seems to have survived for only about a year. According to the School prospectus, the newly formed Association “was founded for the purpose of promoting study and original work in the branches of knowledge allied to Pharmacy, and of furthering social intercourse among its members.” Professor Attfield was appointed as the first president, and set the tone with his inaugural presidential address, entitled “On the Best Means of Acquiring Education as Distinguished from Knowledge”. At the fortnightly meetings, one member presented a paper which was subsequently discussed. The Association also organised excursions, both botanical rambles and trips to manufacturers and wholesale houses, and visits to London Docks , and initially a small element of social events including the annual dinner and a “smoking concert”. A “former Square Man”, reminiscing in 1895, remembered the Association as a good place to practise public speaking, and to make friends with students from different sessions.

URL: https://www.sciencedirect.com/science/article/pii/B9780124076655000024

Pharmacy Practice in Malaysia

Mohamed Azmi Ahmad Hassali , . Zhi Yen Wong , in Pharmacy Practice in Developing Countries , 2016

15 Pharmacy practice in pharmacy curricula

Pharmacy practice is one of the main streams in pharmacy degree. It provides pharmacy students with the skills necessary to practice pharmaceutical care. It also explores the role of the pharmacist, professionalism, dispensing, health and the individual, health care in society, the psychosocial aspects of medicine treatment, communicative skills, patient counseling, and legal aspects of practice. 46 In the last two decades, little attention has been paid to social-behavioral factors involved in illness and health and other factors that are affected by the delivery of health services since most pharmacy education programs in Malaysia had focused on basic pharmaceutical sciences and pharmaceutical technology. 46 Today, most pharmacy degree program in Malaysia had incorporated pharmacy practice as part of their curriculum. In fact, pharmacy practice is one of the core areas that need to be incorporated into the pharmacy degree program before it can get recognition from Pharmacy Board Malaysia and National Accreditation Board. 47

URL: https://www.sciencedirect.com/science/article/pii/B9780128017142000022

Integrating Genomics into Pharmacy Education and Practice

Daniel A. Brazeau , Gayle A. Brazeau , in Pharmacogenomics , 2013

Educational Competencies

The key to any genomics educational program is the competencies demonstrated by the student, whether it is a pharmacy student , other health care professional student, pharmacist, or other health care professional. In the current two-hour required course, competencies are evaluated using written essay examinations, which enables assessment at the higher levels of thinking such as application, analysis, synthesis, and evaluation. Student assessments incorporate a relative grading approach as these concepts and their applications can be challenging even to students who have had a previous genetics course.

Students are also asked to integrate their learning through a two- to three-page written summary and critique of a contemporary peer-reviewed publication in the area of pharmacogenomics. Students must choose a paper from the primary literature that has been published in the past year (this prevents students from using others’ work from past years). The incorporation of this written assessment, with feedback provided to those students who request assistance in looking at draft papers, is an effective means of identifying areas where key concepts and applications of these concepts may still require time in the lecture setting.

The most challenging aspect in offering this course is to demonstrate the relevancy of the many complex genetic concepts to the practice of pharmacy. Many of our students work or have had experiences in pharmacy settings, and they know that genomic concepts are seldom encountered. That this is a new, emerging field that will come to dominate the practice of medicine is often not convincing. Thus, it is essential to incorporate clinically relevant examples throughout the course. It is also helpful that articles describing recent genomic discoveries in health care appear nearly weekly in the general press.

URL: https://www.sciencedirect.com/science/article/pii/B9780123919182000135

Communication Skills and Patient History Interview

Shaun Wen Huey Lee , . Jason C. Cooper , in Clinical Pharmacy Education, Practice and Research , 2019

Conclusion

Communication skills are essential for pharmacists to deliver their services to healthcare professionals and consumers successfully. It is a core competency which pharmacy students should develop through education. Communication skills are evident in the practice of professionals regarding their knowledge transfer, utilization, and behavior. Accreditation standards for healthcare facilities aim to decrease medication errors by effective communication. Appropriate healthcare practice involves teamwork and communication, which are essential to developing and implementing clinical decisions via consensus. Patient history interviews need high levels of communication skills to collect important information. Collecting vital information from all patients, including noncooperating ones, is essential in proper diagnosis and prognosis when objective evidence is limited.

URL: https://www.sciencedirect.com/science/article/pii/B9780128142769000064

Payment of Research Subjects, Ethical Issues in

Inducements

The effects of inducements on willingness to participate in research have been the subject of empirical studies. A study done on healthy pharmacy students found that higher levels of payment did not affect the subjects’ perception of risk. In addition, money did not seem to affect the students’ likelihood of concealing negative side effects that could be detrimental to their personal well-being. Such empirical data temper objections to payments on the grounds that they affect potential volunteers’ ability to assess the risk level of research studies. On the other hand, monetary payment increased the subjects’ willingness to participate in research irrespective of risk levels. It also had some effect on potential volunteers’ concealing information about activities they were not supposed to have engaged in, including the consumption of medications, alcohol, and caffeine, all of which could affect the results of a biomedical study. In this way, the integrity of (especially lower risk) research could be compromised.

Studies such as the one just discussed could be cited in support of the idea that research should be shielded from financial inducements when there are harm-related exclusion criteria for volunteers that cannot be independently verified by researchers. For example, people with a heart condition (harm-related exclusion criteria) may self-report that they have no history of heart problems if the monetary payment is high enough to entice them to lie about their medical health. If self-reported medical history cannot be practically verified, financial payments that have the potential to induce participants to lie should not be permitted. There may even be sufficient grounds for withholding such research altogether if independent verification of the presence of inclusion or exclusion criteria cannot be done.

The level of payments given to research participants introduces another type of issue. Lower payments given in a bid to reduce undue inducement could have the effect that volunteers belong only to the lowest socioeconomic status. If this happens, the burden of participation will be focused on the poorest members of society even when the benefits are likely to become available mostly to the richest segments that have the economic means to purchase the end products of biomedical research. It could also have the effect of invalidating overall generalizability of results because economic disparities also account for differences in health status among subjects.

On the other hand, contrary arguments also invoke the principle of justice to make the point that poorer members of society should be given the opportunity (perhaps more opportunities) to earn more money as a result of research participation. Participation in research thus helps to make things more equitable, not less. As mentioned previously, some commentators make the point that economic benefits of research participation open options for poor subjects to deal with economic hardships that otherwise would not have been possible for them.

Future Pharmacy Students

Pharmacists are medication experts who enhance patient care and promote wellness. You will use your professional knowledge as a pharmacist to prepare and dispense prescriptions, ensure medicines and doses are correct, prevent harmful drug interactions, and counsel patients on the safe and appropriate use of their medications. As a pharmacist, you will have unique and specialized expertise about the composition of medicines, including their chemical, biological, and physical properties, as well as their manufacture and use. Other health care professionals will rely on you to select and administer medications that offer the best results and quality of life for a particular patient. As a pharmacist you may prepare personalized medications, participate in patient rounds at the hospital, reduce the spread of infections, conduct research or clinical trials, or focus on a specific patient population or disease state (e.g., diabetes, heart disease, asthma, HIV, and pain management). Be a pharmacist and help people live better, healthier lives!

Admissions

Ready to apply? The Admissions section allows you to explore resources regarding the Pharmacy College Application Service (PharmCAS), Pharmacy School Admission Requirements, the Cooperative Admissions Guidelines (CAG), and Frequently Asked Questions.

Pharmacy College Admissions Test (PCAT)

This entrance exam is no longer required by any colleges and schools of pharmacy and will be retired in 2024. Learn more here.

Financial Aid and Scholarships

Find resources on funding and scholarship opportunities available to future and current student pharmacists.

Background Checks and Drug Testing

Colleges and schools of pharmacy require criminal background checks and drug testing as part of the admissions or enrollment process.

International Students and Graduates

Non-U.S. citizens and international pharmacy graduates who wish to pursue pharmacy in the United States can find pertinent information about next steps on the International Students and Graduates page.

Non-Traditional Students

Pharmacists who previously earned a Bachelor of Science (B.S.) degree in pharmacy can choose to pursue a Pharm.D. degree program. Learn more on the Non-Traditional Students page.

School Locator

The School Locator allows you to view the AACP member schools and colleges of pharmacy around the world.

Do you want to be a pharmacist? Review the information below and visit AACP’s Pharmacy Is Right for Me website to learn more about pharmacy education and career pathways! A diverse and rewarding career with opportunities for patient care, scientific research, and innovation – Pharmacy might be right for you!