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School of Pharmacy-Boston
Operations Manual
2012-2013
School of Pharmacy-Boston
White Building 309
617-732-2781
SCHOOL OF PHARMACY-BOSTON OPERATIONS MANUAL
TABLE OF CONTENTS
I.
Mission, Goals and Learning Outcomes
MCPHS Mission Statement
School of Pharmacy-Boston Mission Statement
Department of Pharmacy Practice Mission Statement
Department of Pharmaceutical Sciences Mission Statement
Office of Experiential Education Mission Statement
Learning Outcomes (CAPE Supplemental Educational Outcomes)
Program Goals
Doctor of Pharmacy (PharmD)
Post baccalaureate Doctor of Pharmacy (PharmD) Pathway
Bachelor of Science in Pharmaceutical and Health Care Business
Bachelor of Science in Pharmacology and Toxicology
Bachelor of Science in Pharmaceutical Sciences
Masters in Pharmaceutical Sciences
Master of Applied Natural Products
Master of Science in Regulatory Affairs and Health Policy
MS/PhD in Pharmaceutical Economics and Policy
MS/PhD in Medicinal Chemistry
MS/PhD in Pharmaceutics
MS/PhD in Pharmacology
School of Pharmacy-Boston Strategic Plan (2008-2013)
School of Pharmacy-Boston Research Plan
School of Pharmacy-Boston Goals and Objectives for AY 2012-2013
School of Pharmacy-Boston Organizational Chart
II.
III.
Academic Policies, Procedures and Guidelines
Technical Standards Doctor of Pharmacy Program
Enrollment Management Plan for Incoming P3 Students
Policy on Summer Courses for SOP-Boston
Policy for Progression into the Professional Program
Requirement for Pharmacy Competency Exam
Accreditation
ACPE Student Complaint Policy and Procedure Form
Committees
Standing Committees:
School of Pharmacy Executive Committee
Dean’s Advisory Council
Pharmacy Academic Standing Committee
Accreditation/Self Study Committees 1 & 2
Awards Committee
Assessment Committee
B.S. Programs Committee
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34-37
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Curriculum Committee
Equipment Committee
Pharmacy Faculty Mentoring Committee
Pharmacy Admissions Committee
Pharmacy Honors Program Committee
Post B.S. PharmD Academic Planning Committee
Residency/Fellowship Committee
Strategic Planning Committee
Student/Faculty Professionalism Task Force
Summer Undergraduate Research
Fellowship (SURF) Committee
Graduate Academic Standing Committee
Graduate Admissions Committee
Graduate Curriculum Committee
Graduate Council
Faculty Search Committees (Ad-hoc)
Pharmacy Practice Faculty Search Committee
Pharmaceutical Sciences Faculty Search Committee
IV. Appendices
1. School of Pharmacy-Boston Assessment Plan
A. Curricular Mapping of CAPE OUTCOMES
2. Student and Faculty Awards
Student Awards
Faculty Awards
3. Boyer Scholarship Definitions
4. Family Educational Rights and Privacy Act (FERPA)
5. HIPAA Student Agreement
6. Laboratory Safety Issues
7. Safety Awareness Agreement Form
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I. Mission, Goals and Learning Outcomes
Mission Statement of College
“Massachusetts College of Pharmacy and Health Sciences (MCPHS) prepares students for
successful careers in health care through excellence in teaching, scholarship, research,
professional service and community engagement.”
Mission Statement of School of Pharmacy-Boston
“The School of Pharmacy – Boston delivers high quality, novel programs characterized by a
hallmark signature of excellence in teaching and an environment conducive to professional
development and to achieving national prominence in research and scholarship. The programs
prepare a culturally diverse student body to become qualified practitioners in the delivery of
patient-centered care and in the advancement of services and research in the pharmaceutical
profession.”
Mission Statement of Department of Pharmacy Practice
“The mission of the Department of Pharmacy Practice is to prepare students to become qualified
pharmacy practitioners in the provision of patient care as members of a multidisciplinary health
care team. The department promotes excellence in teaching, research and scholarship, and
professional services through collaborative initiatives. The department guides students in
professionalism and career development as well as fosters extended learning opportunities
through post-graduate training and education.”
Mission Statement of Department of Pharmaceutical Sciences
“The primary mission of the Department of Pharmaceutical Sciences is to provide the highest
quality education to students in pharmacy and the pharmaceutical and health sciences through
excellence in teaching. The Department develops and conducts research and scholarship in order
to expand knowledge, address the health care needs of society, and meet the strategic mission of
the School and College. The Department supports graduate education and the development and
fostering of programs which better prepare students to pursue careers in industry, academia, and
government.”
Mission Statement of Office of Experiential Education (OEE)
“The Office of Experiential Education provides students with a continuum of required and
elective pharmacy practice experiences throughout the curriculum from introductory to
advanced. These experiences enable students to apply their classroom and laboratory based
learning in a direct patient care setting to allow students to develop their ability to perform at the
highest level of professional excellence. The Office of Experiential Education works very closely
with full-time and adjunct faculty to ensure the establishment of objectives for pharmacy practice
experiences, assessment of student performance, and documentation of attainment of desired
outcomes including direct interaction with a diverse patient population in a variety of practice
settings as well as collaborative activities with other health care professionals. The Office of
Experiential Education performs as a team whose primary focus is to meet or exceed
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accreditation standards, to facilitate the success of students, and to provide direct support for
faculty and preceptors.”
CAPE Supplemental Educational Outcomes
Center for the Advancement of Pharmaceutical Education
Educational Outcomes 2004
AACP, the national organization representing and supporting colleges and schools of pharmacy
and their faculties, is committed to education and scholarship for improving drug therapy.
Founded in 1900, the American Association of Colleges of Pharmacy (AACP) is the national
organization representing pharmaceutical education in the United States. AACP’s mission is to
serve member colleges and schools and their respective faculties by acting as their advocate and
spokesman at the national level, by providing forums for interaction and exchange of information
among its members, by recognizing outstanding performance among its member educators, and
by assisting member colleges and schools in meeting their mission of educating and training
pharmacists and pharmaceutical scientists.
The material expressed in this document is meant as a resource and does not necessarily
represent the views of the Board of Directors of the American Association of Colleges of
Pharmacy, views of the membership at large, nor has it been adopted as official Association
policy.
Background
In 1992, to support and facilitate the efforts of colleges and schools of pharmacy in the US to
transform their curricula to support the education of future practitioners to deliver
pharmaceutical care, AACP initiated a series of initiatives under the Center for the Advancement
of Pharmaceutical Education (CAPE). Significant to the design of new curricula were the CAPE
Educational Outcomes, which were intended to be the target toward which the evolving
pharmacy curriculum should be aimed.
The development of the CAPE Educational Outcomes was guided by a consultant and an
advisory panel composed of educators and practitioners nominated for participation by
practitioner organizations. The advisory panel used as resources the papers of the AACP
Commission to Implement Change in Pharmaceutical Education, the AACP Focus Group on the
Liberalization of the Professional Curriculum, and the results of the Scope of Practice Project
survey that was supported by AACP, the American Pharmacists Association (then the American
Pharmaceutical Association), the American Society of Health-System Pharmacists, and the
National Association of Boards of Pharmacy. The CAPE Educational Outcomes were completed
and distributed in 1994.
The AACP Board of Directors, during its July 1997 meeting, determined that, in light of the
continued evolution of pharmacy practice and the roles and functions of pharmacists, a review
and possible revision of the Educational Outcomes was needed. The CAPE Advisory Panel on
Educational Outcomes was reconvened for that purpose and a revised document was made
available in 1998.
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2004 Revision Process
At the urging of the 2001-02 AACP Academic Affairs and Professional Affairs Committees, the
AACP Board of Directors committed to a review and revision of the CAPE Educational
Outcomes during 2003-04. This revision process was timely given the anticipated revision of the
ACPE Accreditation Standards and Guidelines for the Professional Degree Program in Pharmacy
Leading to the Doctor of Pharmacy Degree. Periodic review and revision is necessary to assure
the contemporary validity of the educational content and outcomes with emerging sciences and
scientific developments and evolving roles of the pharmacist in serving patient and public health
needs. In addition to guiding curriculum development, the resultant CAPE Educational
Outcomes were anticipated to assist students in making a connection between what they are
learning and the practice of pharmacy and, when taken in whole, the CAPE Educational
Outcomes would “tell the story” to external audiences about the role of the pharmacist.
Nine practitioner organizations were invited to nominate members to serve on an advisory panel
and participate in the review, revision, and development of the updated Educational Outcomes.
Individuals with a commitment to the educational process and, if possible, an understanding of
instructional planning and the use of outcomes statements to drive curriculum development were
specifically sought. Six members of the CAPE Advisory Panel on Educational Outcomes were
nominated by the practitioner organizations and six were appointed by AACP. The process was
led by Gail D. Newton, Ph.D. (Purdue), who served as consultant to the project.
At the outset of revision process, it was agreed that the CAPE Educational Outcomes document
would be simplified from previous versions, with attention paid to assure that the document not
be made too simple and vague, yet not so detailed that it is prescriptive. It was also agreed that,
to the extent possible, the revised CAPE Educational Outcomes would employ similar language
to other competency/outcomes documents in the health professions (e.g., Institute of Medicine,
Accreditation Council for Graduate Medical Education, Pharmacy’s Framework for Drug
Therapy Management, Medical School Objectives Project). The advisory panel reaffirmed
pharmaceutical care as the philosophy of practice upon which the CAPE Educational Outcomes
would continue to be anchored and used the evolving “desired future” vision within the Joint
Commission of Pharmacy Practitioners (JCPP) strategic planning exercise as background.
The CAPE Advisory Panel offers in this document a new organizing framework for the
Educational Outcomes that integrates science, professional attributes, interprofessional practice,
and professionalism across new major headings of pharmaceutical care, systems management,
and public health, as they are in the practice of pharmacy. Working from this broad framework,
AACP’s academic sections and faculties at member colleges and schools are encouraged to add
discipline- and content-specific outcome statements that are meaningful within their context.
Susan M. Meyer, Ph.D.
Senior Vice President
May 2004
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Educational Outcomes
1. PHARMACEUTICAL CARE Provide pharmaceutical care in cooperation with patients,
prescribers, and other members of an interprofessional health care team based upon sound
therapeutic principles and evidence-based data, taking into account relevant legal, ethical, social,
economic, and professional issues, emerging technologies, and evolving pharmaceutical,
biomedical, sociobehavioral, and clinical sciences that may impact therapeutic outcomes.
a. Provide patient-centered care.
i. Design, implement, monitor, evaluate, and adjust pharmaceutical care plans that are patientspecific and evidence-based.
ii. Communicate and collaborate with prescribers, patients, care givers, and other involved health
care providers to engender a team approach to patient care.
iii. Retrieve, analyze, and interpret the professional, lay, and scientific literature to provide drug
information to patients, their families, and other involved health care providers.
iv. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
v. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may impact patient-specific therapeutic outcomes.
b. Provide population-based care.
i. Develop and implement population-specific, evidence-based disease management programs
and protocols based upon analysis of epidemiologic and pharmacoeconomic data, medication use
criteria, medication use review, and risk reduction strategies.
ii. Communicate and collaborate with prescribers, population members, care givers, and other
involved health care providers to engender a team approach to patient care.
iii. Retrieve, analyze, and interpret the professional, lay, and scientific literature to provide drug
information to other health care providers and to the public.
iv. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
v. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may impact population-based, therapeutic outcomes.
2. SYSTEMS MANAGEMENT Manage and use resources of the health care system, in
cooperation with patients, prescribers, other health care providers, and administrative and
supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and
time-sensitive medication distribution; and to improve therapeutic outcomes of medication use.
a. Manage human, physical, medical, informational, and technological resources.
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i. Apply relevant legal, ethical, social, economic, and professional principles/issues to assure
efficient, cost-effective utilization of human, physical, medical, informational, and technological
resources in the provision of patient care.
ii. Communicate and collaborate with patients, prescribers, other health care providers, and
administrative and supportive personnel to engender a team approach to assure efficient, costeffective utilization of human, physical, medical, informational, and technological resources in
the provision of patient care.
iii. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
iv. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may impact management of human, physical, medical, informational, and
technological resources in the provision of patient care.
b. Manage medication use systems.
i. Apply patient- and population-specific data, quality assurance strategies, and research
processes to assure that medication use systems minimize drug misadventuring and optimize
patient outcomes.
ii. Apply patient- and population-specific data, quality assurance strategies, and research
processes to develop drug use and health policy, and to design pharmacy benefits.
iii. Communicate and collaborate with prescribers, patients, caregivers, other involved health
care providers and administrative and supportive personnel to identify and resolve medication
use problems.
iv. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
v. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may impact medication use systems, to develop use and health policy, and to
design pharmacy benefits.
3. PUBLIC HEALTH Promote health improvement, wellness, and disease prevention in
cooperation with patients, communities, at-risk populations, and other members of an
interprofessional team of health care providers.
a. Assure the availability of effective, quality health and disease prevention services.
i Apply population-specific data, quality assurance strategies, and research processes to develop
identify and resolve public health problems.
ii. Communicate and collaborate with prescribers, policy makers, members of the community
and other involved health care providers and administrative and supportive personnel to identify
and resolve public health problems.
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iii. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
iv. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may affect the efficacy or quality of disease prevention services to amend
existing or develop additional services.
b. Develop public health policy.
i. Apply population-specific data, quality assurance strategies, and research processes to develop
public health policy.
ii. Communicate and collaborate with prescribers, policy makers, members of the community
and other involved health care providers and administrative and supportive personnel to develop
public policy.
iii. Carry out duties in accordance with legal, ethical, social, economic, and professional
guidelines.
iv. Maintain professional competence by identifying and analyzing emerging issues, products,
and services that may affect public health policy, to amend existing or develop additional
policies.
Program Goals
Doctor of Pharmacy (PharmD)
The School of Pharmacy–Boston offers a six-year program leading to a Doctor of Pharmacy
(PharmD) degree. Students follow a curriculum that combines general, specialized, and applied
science courses with those in the liberal arts, preparing them for an increasingly visible role on
the health care team. In addition, required experiential courses provide opportunities to learn
while practicing in areas such as ambulatory, community, inpatient medicine and institutional
pharmacy, and elective experiences in geriatrics, pediatrics, industry, long-term care, and
regulatory agencies. Credits earned in professional courses are valid for up to seven years.
Post baccalaureate Doctor of Pharmacy (PharmD) Pathway
The Post baccalaureate Doctor of Pharmacy Pathway is designed for qualified practitioners with
a BS in Pharmacy degree who wish to earn a degree on a part-time basis. It is currently offered in
a Web-supported format with online lectures and group discussions, reducing required on-site
meeting time to once per semester. This program helps pharmacists learn how to collect and
interpret data to design a pharmaceutical care plan for their individual patients in collaboration
with other health care professionals. Pharmacists learn how to recommend and implement a
therapeutic plan; perform ongoing patient evaluations; and document and report new, unusual or
severe adverse drug reactions, drug interactions or unexpected effects of newly marketed drugs.
Bachelor of Science in Pharmaceutical and Health Care Business
This program combines biological and pharmaceutical sciences coursework with marketing and
general management studies, preparing students for a variety of careers or for a continuation of
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their education in post-graduate programs that could include business, science and regulatory
affairs masters degrees. The BS in Pharmaceutical and Health Care Business provides skills and
experience for use in pharmaceutical sales, health care and health information management,
food, drug and medical device industry regulatory oversight, and pharmacy distribution systems
development and implementation (e.g., wholesaling, contract purchasing, and
pharmacoeconomic analysis). Graduates find career opportunities within managed care, drug
development, manufacturing and promotion, pharmacy and health care information systems, and
other areas where an understanding of the intricacies of pharmaceutical sciences and an
appreciation for their business applications is critical.
Bachelor of Science in Pharmacology and Toxicology
This program provides students with a strong foundation in the pharmacological and
toxicological sciences for careers in the pharmaceutical and biotechnology research and
development sectors, as well as providing an excellent preparation for graduate and professional
schools. The program is designed to meet the industrial needs for qualified BS graduates 178
with strong laboratory skills particularly in integrative pharmacology. Students have the
opportunity to perform a senior year research project or industrial internship which enhances
their career potential.
Bachelor of Science in Pharmaceutical Sciences
This program emphasizes specific coursework in the core areas of industrial pharmacy, preparing
students for a variety of careers in industry or for a continuation of their education in postgraduate programs that could include pharmaceutics/industrial pharmacy, biotechnology and
regulatory affairs masters or doctoral degrees. The BS in Pharmaceutical Sciences provides skills
and experience for use in pharmaceutical, biotechnology and medical device development,
formulation, and manufacturing, and evaluation and the regulatory oversight of the drug and
medical device industry. Career opportunities for degree holders will exist within
pharmaceutical, biotechnology and medical device companies, research laboratories,
governmental regulatory agencies, and other areas where the application of these skills and
capabilities is sought.
Masters in Pharmaceutical Sciences
This is an accelerated professional masters program with 30 semester hours of coursework that
serves as addendum to the existing Bachelor of Science in Pharmaceutical Sciences (BSPS)
program. Students of the BSPS program who meet the acceptance criteria transition into MPS
and graduate with a masters qualification a year after completing the BSPS program. The MPS
program builds on competencies introduced in the BSPS program with an emphasis on advanced
skills in research laboratory procedures and record keeping. Students are trained in advanced
analytical techniques and experimental design relevant to the pharmaceutical industry. A
semester long research internship is required for graduation and is intended to provide additional
training and access to potential employment opportunities. Graduates are expected to be
competitive in the job market for research technician level positions in pharmaceutical,
biotechnology and medical device companies, research laboratories, and other allied areas where
the application of these skills and capabilities is sought.
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Master of Applied Natural Products
The Master of Applied Natural Products is a part-time, hybrid online degree program designed
for practicing professionals who are interested in developing expertise in the area of natural
products and advancing their careers in that area. The program offers academic training in the
areas that have been identified as important for career advancement in the area of herbs and
dietary supplements. These areas encompass both scientific knowledge and workplace skills.
Scientific courses include herbal and dietary supplements, natural products informatics,
functional medicine, pharmacognosy and phytopharmacology, and epidemiology. The
curriculum is designed as a broad based, student-centered learning experience which serves to
maximize a multi-disciplinary approach to natural product information education. The
formulation of a case study project and its presentation is the capstone course of this program.
Master of Science in Regulatory Affairs and Health Policy
The College offers a Master of Science Degree in Regulatory Affairs and Health Policy, an MS,
RAHP with a minor concentration in Pharmaceutical Sciences, and two Graduate Certificate
Programs, one in Regulatory Affairs and the second in Health Policy. The Master of Science in
Regulatory Affairs and Health Policy offers academic training in the regulation of drugs, devices
and biologics, law, marketing and health policy to candidates having attained a prior
baccalaureate degree or equivalent professional degree. Candidates for this program are those
interested in pursuing careers in regulatory affairs, product management, marketing, quality
assurance (QA), quality control (QC) and manufacturing, and with federal or state regulatory
agencies, clinical research organizations, managed care or other health related fields where a
knowledge of the regulatory and legal environment is prerequisite. In addition to the general
master of science degree requirements described in the MCPHS Catalog, this program may
establish additional requirements. Though the primary emphasis of this program is placed on
drug regulatory affairs, other components such as economics, business, policy development,
policy analysis and law are also explored. The philosophy of the program is to educate a broad
range of professionals who are developing or are interested in developing expertise in regulatory
or health policy areas. The curriculum is designed as a broad-based learning experience which
serves to maximize a multi-disciplinary approach to regulatory and policy education. The
presentation of an acceptable case-study thesis embodying the results of original research that is
openly defended and approved by the student’s Graduate Advisory Committee, becomes the
capstone of this program.
Master and PhD in Pharmaceutical Economics and Policy
The Graduate Program in Pharmaceutical Economics & Policy (PEP) offers a Master of Science
(MS) and a Doctor of Philosophy (PhD) in Pharmaceutical Economics & Policy with specialty
tracks or concentrations in Global Pharmaceutical Policy and Pharmaceutical Economics &
Outcomes Research. The PEP graduate program provide students with the opportunity for
advanced didactic and experiential education in the areas of pharmacoeconomic and health
policy analysis, pharmacoepidemiologic methods and study designs, advanced biostatistics and
database management, health policy and behavioral interventions and their assessment, and the
role of pharmaceuticals and medical devices in health care and society. The goal of the Graduate
Program in Pharmaceutical Economics & Policy is to prepare professionals for careers in
pharmaceutical, biotech and medical device industry; hospitals and other institutional health care
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organizations; managed care organizations; pharmacy benefits management; contract research
organizations; consulting firms; governments; international organizations; NGOs (nongovernment organizations); and academic institutions among other organizations.
Medicinal Chemistry
Advanced degrees in chemistry provide a student with a more thorough knowledge of the
behavior of chemical substances at the molecular level. The composition of molecules and their
interactions in both a chemical and a physical sense are studied, with the aim of predicting the
behavior and properties of new substances. The fundamental understanding of the properties of
chemical substances finds application in most frontier areas of biologically-related scientific
research being conducted in industrial, governmental and academic laboratories. Programs in
chemistry lead to the MS and PhD degrees. Admission to the chemistry graduate programs
requires an undergraduate degree in pharmacy, chemistry or biology that includes two semesters
each of general, organic and analytical chemistry (one semester of which must include
instrumental analysis), physical chemistry, calculus and physics. Students without these
prerequisites may be required to complete American Chemical Society proficiency examinations
in general, organic and/or analytical chemistry during the first semester. Medicinal chemistry is
concerned with the study of those structural, stereochemical, and physical parameters which
affect the biological interaction of synthetic and naturally occurring drugs at the molecular level.
Research is directed towards a fuller understanding of the pharmacological actions of such
substances leading to improved drug design. Specialization in these programs requires a broad
knowledge of organic and heterocyclic chemistry, pharmacy, spectroscopic instrumentation, and
pharmacology. Ongoing research programs include the synthesis and evaluation of antiviral and
anticancer drugs; the synthesis of new laser dyes; and the isolation and characterization of
natural products from plants.
Pharmaceutics
Programs leading to the degrees of MS and PhD in pharmaceutics are offered. These programs
are intended to prepare students for positions of responsibility in education, government, and the
pharmaceutical industries. The programs are designed to provide an appropriate balance between
the theoretical and practical aspects of the area of specialization, which allows the student to be
immediately productive, yet prepared for future growth and development. Admission to the
pharmaceutics graduate programs requires an undergraduate degree in pharmacy, chemistry or
biology that includes two semesters each of general, organic and analytical chemistry (one
semester of which must include instrumental analysis), physical chemistry, calculus and physics.
Holders of undergraduate degrees in non-pharmacy areas are required to complete the following
pharmacy courses for no credit: physical pharmacy, dosage forms, biopharmaceutics and
pharmacokinetics. The student is exposed to a broad range of theory and concepts, intended to
promote a firm understanding of the materials and technologies associated with pharmaceutical
product development, manufacture and evaluation. The program encompasses the study of
pharmaceutical dosage forms, the release of drug from the dosage form, drug dissolution, drug
absorption, bioavailability, and pharmacokinetics. Pharmacokinetics involves the study of the
rates of drug absorption, distribution and elimination, and the quantitative relationship of these
rates to drug therapy and/or toxicity. Research projects have typically involved development of
new drug products, novel dosage forms, the release of a drug from new dosage forms,
preformulation investigation of new drug entities, and pharmacokinetics.
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Pharmacology
Pharmacology is the medical science which involves all facets of the action of drugs and
environmental chemicals on biological systems and their constituent parts. This includes
everything from the intermolecular reactions of chemical compounds within a cell to the
evaluation of the effectiveness of a drug in the prevention, treatment or diagnosis of human
disease. Pharmacology offers unique opportunities to contribute to the knowledge, wellbeing,
and survival of mankind. Admission to the pharmacology graduate program requires an
undergraduate degree in pharmacy, chemistry or biology. While formal training in pharmacology
and human physiology at the undergraduate level is helpful, it is not required for admission.
Students who are deficient in these areas are required to audit the undergraduate course
sequences in pharmacology/medicinal chemistry and/or physiology. Programs leading to the
degrees of MS and PhD are offered for graduate study in pharmacology. Each is comprised of
two major components; coursework in specific disciplines such as pharmacology, physiology,
biochemistry, medicinal chemistry and related disciplines; and training in research and the
scientific method. The programs prepare students for positions of leadership and responsibility in
academic, industrial and government settings. Theoretical and experiential situations, in which
pharmacological information can be applied, are provided to help the students develop an
innovative and creative approach to problem-solving.
School of Pharmacy-Boston Strategic Plan 2008-2013
In conjunction with the regularly scheduled 5-year Strategic Planning process performed in
2008, Massachusetts College of Pharmacy and Health Sciences’ (MCPHS) School of Pharmacy
– Boston’s (SOP-B) mission statement and major goals and objectives were reviewed and
revised by faculty. Throughout the Strategic Planning process faculty drove the process with
support from the SOP-B Executive Committee. College administration, primarily through the
Provost's Office, was kept apprised. The new SOP-B mission statement is aligned with the
current College mission statement.
The SOP-B adheres to the values of the College as outlined in the College’s mission statement
and strategic plan and listed below:
“The College embraces a set of core values that reflect commitment to preparing competent,
caring, ethical health professionals and scientists to meet the need for quality health care. As
members of the College and broader community, we are committed to the following core values:
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Learner-centered teaching and student engagement that fosters intellectual vitality,
critical thinking, and lifelong responsibility for learning and continuing professional
development;
Honesty, integrity, professionalism, and personal responsibility;
Respecting diversity and appreciating cross-cultural perspectives;
Adaptability and flexibility in response to the ever-changing external environment;
Effectively and efficiently using resources to maximize value to those we serve;
Excellence and innovation in education, scholarship/research, and service, including
outreach to the community;
A productive, satisfying work and learning environment that is built upon crossdisciplinary and cross-campus collaboration;
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Integrating liberal arts and basic sciences with professional studies;
Scholarship that contributes to developing knowledge, improving health sciences
education, and improving health care and health outcomes; and
Education that fosters developing the whole person.”
Specific goals and objectives related to the School’s and departmental mission statements that
comprise the SOP-B Strategic Plan 2008-13 are listed and described in this Strategic Plan
document. These goals and their associated action steps guide most aspects of SOP-B operations
including program planning and development, program and curricular assessment, and resource
allocation. The Plan and completion of specific goals and action steps are tracked by both the
SOP-B Executive Committee and Strategic Planning Committee (the latter group monitors the
Strategic Plan completion tracking copy).
Strategic Planning Process, SOP-B, 2007-08
The proposed Strategic Planning process for developing a new 5-year Strategic Plan (2008-2013)
is described below. It is a combination of a goals-based and an issues-based model. Process
occurs at the department/division level, guided by the Strategic Committee.
1. Initial Brainstorming Session: Identifying strategic issues and concerns
- Brainstorming session at the SOP-B retreat (Fall 2007)
- Small group exercise
 identify strategic issues and concerns facing the SOP-B
 identify aspirations for the future
 determine strategic goals or approaches to address issues and concerns
and to potentially achieve aspirations
 identify internal and external constraints to implementing strategic goals
(issues, concerns, and aspirations)
2. Formation of Strategic Planning Committee
- Membership to consist of two faculty from each dept, one from OEE, one staff
member, and one administrator who will chair
- Planning process to occur at the departmental level (Experiential Education,
Pharmacy Practice, Pharmaceutical Sciences, Dean’s Office), guided by the
Strategic Planning Committee
3. Reassessment of Mission Statements
- Reassessment of mission statements for each department and SOP-B.
- Revised statements (if any) reviewed and approved by the faculty
4. Clarification and Refinement of Issues, Concerns and Aspirations
- Review, revise, and categorize issues, concerns, and aspirations
- Determine alignment with College mission statement and between departmental
mission statements
5. Development of Strategic Goals to Address Issues, Concerns, and Aspirations
- Itemize and detail strategic goals
- Review list of goals from previous Strategic Plan (2003-08)
- Coordinate goals with College Strategic Plan and accreditation standards
- Finalize list of goals
6. Development of action steps for each goal along with an implementation plan
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- Generate action steps and evidence (indicators) of achievement
- Create implementation plan with responsible individuals/units and timing
7. Final Review and Approval by Faculty
- Approval of new 5-year Strategic Plan, at Fall 2008 faculty meeting
- Implementation of Strategic Plan in Fall 2008
The SOP-B 2008-13 Strategic Plan is reviewed, assessed, and revised on a bi-weekly basis by
the Executive Committee and semi-annually by the Strategic Planning Committee which
provides faculty oversight. The Plan and its various goals and action steps are tracked for
completion or modification if warranted. The mission statements and new Strategic Plan are
presented below:
School of Pharmacy – Boston
Mission Statement:
The School of Pharmacy – Boston delivers high quality, novel programs characterized by a
hallmark signature of excellence in teaching and an environment conducive to professional
development and to achieving national prominence in research and scholarship. The programs
prepare a culturally diverse student body to become qualified practitioners in the delivery of
patient-centered care and in the advancement of services and research in the pharmaceutical
profession.
Strategic Goals:
Goal 1: Develop and expand programs that enhance academic and professional development of
students.
Action Steps
Indicators
Timeline
Explore the opportunity of
1. developing an honors
program for students
Honors
Program
proposal
Dec 2009
Investigate potential for
2. development of additional
degree programs
Proposals for
new degree
programs
Annually
Develop a career center for
students and improve the
3.
Career Tools program
(with Alumni Association)
Expand the role of different
professional student
4. organization in enhancing
student academic and
professional advancement
5. Assess the outcomes of
Career Center
opened.
New career
tools
Sept 2010
SOP-B Executive
Committee
New roles
defined
Annually
Faculty Advisors
SOP-B Executive
Committee
Outcomes
Annually
Assessment Committee
12
Responsible Group/Person
Pharmacy Honors Program
Committee
SOP-B Executive
Committee
School Departments
BS Program Committee
Graduate Council
SOP-B Executive
Committee
workshops on student
academic and career
development, revise
program, and develop new
programs
Expand the utilization of
student portfolio for
academic and professional
development (e.g. by
6.
including student
developed goals and
objectives and selfreflection)
Expand student research
7. opportunities (e.g. SURF
program)
measured
New programs
developed
New portfolio
format and
guidelines
Increased
number of
scholarships
SOP-B Executive
Committee
May 2010
Curriculum Committee
Assessment Committee
SOP-B Executive
Committee
Annually
SURF Committee
SOP-B Executive
Committee
Goal 2: Develop and expand programs that enhance academic and professional development of
faculty.
Action Steps
Re-institute the Faculty
Mentoring Program to
support the professional
development goals of SOP1.
B faculty and enhance the
College-wide orientation
and faculty development
programs
2.
Develop a school-wide
annual symposium
Provide faculty resource
support and encouragement
to pursue external
3. professional development
programs in teaching,
service, scholarship and
leadership
Develop training programs
and workshops for faculty
4.
on career advising and
mentoring of students
Develop a mission and
5. goals for the Senior Faculty
Advisory Council
Indicators
Timeline
Responsible Group/Person
Number of
workshops
Documentation
Sept 2009
of mentormentee
meetings
Faculty Mentoring
Committee
SOP-B Executive Committee
Symposium
offered each
year
Sept 2009
School Departments
SOP-B Executive Committee
Number
involved
Annually
School Departments
SOP-B Executive Committee
Number of
programs
offered
March 2010
SOP-B Departments
Executive Committee
Mission
statement &
goals
January 2009 SOP-B Executive Committee
13
developed
Collaborate at the College
level in the creation of a
6.
Center for Effective
Teaching
Center opened
May 2011
School Departments
SOP-B Executive Committee
Goal 3: Conduct research and scholarship, including scholarship of teaching that contributes
knowledge and perspectives to each discipline on a local, national and international level.
Action Steps
1.
2.
3.
4.
Provide faculty
development opportunities
that enhance research and
scholarly productivity
Indicators
Timeline
Increased
number of
grants,
Annually
publications,
and
presentations
List of specific
May 2010
incentives
Create professional
development incentives
Create academic centers of
Center opened
excellence
Collaborate at the College
level to explore the
opportunity to create a fully
Center opened
staffed Academic Research
Support Center (Grants
Office)
Sept 2012
Sept 2011
5.
Investigate and create
mechanisms to identify
grant support
6.
Identify outcomes for the
Outcomes
advancement of scholarship
identified
in teaching
Sept 2011
7.
Re-assess workload to
allow faculty to have more
involvement in scholarly
activities
Dec 2010
Mechanisms
identified
Annually
Results
reported to
faculty
Responsible Group/Person
Faculty Mentoring
Committee
School Departments
SOP-B Executive Committee
School Departments
SOP-B Executive Committee
School Departments
SOP-B Executive Committee
School Departments
SOP-B Executive Committee
Faculty Mentoring
Committee
School Departments
SOP-B Executive Committee
Faculty Mentoring
Committee
School Departments
SOP-B Executive Committee
School Departments
SOP-B Executive Committee
Goal 4: Foster the development of collaborations with clinicians and researchers between
departments and schools in the College and externally with world-renowned health care
institutions.
Action Steps
1. Develop strategies to
Indicators
Specific
Timeline
Sept 2010
14
Responsible Group/Person
School Departments
support and implement
multidisciplinary research
internally and externally
Promote collaborations
between Pharmacy Practice
2.
and Pharmaceutical
Sciences disciplines
Identify and participate in
3. external health care
institution opportunities
strategies
listed
SOP-B Executive Committee
Increased
number of
collaborative
Annually
courses and
research
Increase in
number of
collaborative
research
programs
Increase in
Annually
degree of
involvement in
faculty
participation
in clinical
programs
School Departments
SOP-B Executive Committee
School Departments
SOP-B Executive Committee
Goal 5: Cultivate professionalism in the students.
Action Steps
1. Form a faculty and student
committee to develop
strategies and programs to
enhance professionalism in
students
2. Include professionalism as
a component of the
admissions assessment
process (matriculating and
transfer students)
3. Create “Dean’s Hour”
program to include topics
related to professionalism
4. Create a student’s “Bill of
Rights and
Responsibilities” with a
“Professional Pharmacy
Students’ Code of Ethics”
5. Update and implement
Academic Honesty Policy
for SOP-B
6. Benchmark Professional
Indicators
Timeline
Responsible Group/Person
Committee
formed
Proposal
Sept 2009
School Departments
SOP-B Executive Committee
Revised
admissions
process and
criteria
January 2009
Pharmacy Admissions
Committee
Number of
scheduled
“hours”
January 2009
SOP-B Dean
Document
May 2010
Ad Hoc Task
Force/Committee
SOP-B Executive Committee
Policy
Sept 2009
School Departments
SOP-B Executive Committee
Report
May 2011
School Departments
15
Association/College of
Pharmacy/PEPSIG for
“Best Practices” pertaining
to professionalism and
services
SOP-B Executive Committee
Goal 6: Foster critical thinking and learner–centered teaching approaches within the didactic and
experiential curriculum.
Action Steps
1.
Continue to explore and
implement new and
innovative teaching
methodologies
2. Enhance use of
online/distance learning
technology that offers
extended opportunities for
learning outside of the
classroom.
3. Improve educational
resources (space [virtual
classroom], number of full
time faculty, technology)
4. Collaborate at the College
level to establish a
Teaching and Learning
Center
5. Reconstruct goals and
objectives in course syllabi
to be “learner-centered”
6. Secure resources to support
enhancement of these
teaching approaches
Indicators
Teaching
methods
Podcasts of
selected
lectures
New
technologies
implemented
Online
elective
offerings
Timeline
Responsible Group/Person
Annually
School Departments
SOP-B Executive Committee
Annually
School Departments
SOP-B Executive Committee
Post BS/PharmD Academic
Planning Committee
Increased
resources
Sept 2012
School Departments
SOP-B Executive Committee
Center opened
Sept 2012
Curriculum Committee
School Departments
SOP-B Executive Committee
Revised
syllabi
Sept 2009
Curriculum Committee
Specific
resources
Annually
School Departments
SOP-B Executive Committee
Goal 7: Ensuring the achievement of education outcomes through continuous assessment and
refinement of the curriculum.
Action Steps
1. Update educational
outcome statements to
correspond to ACPE 2007
Accreditation Standards
and Guidelines and CAPE
Indicators
Timeline
Responsible Group/Person
Revised
outcomes
April 2009
Curriculum Committee
Assessment Committee
16
2.
3.
4.
5.
6.
document
Re-institute Course
Mapping
Continue to improve
NABPLEX licensure
examination success rate to
maintain a minimum school
pass rate of 95%
Develop technical standards
for the pharmacy program
Develop and implement
Assessment Plans for all
SOP-B academic programs
Develop an academic
remediation policy
Results
April 2009
Assessment Committee
NABPLEX
scores
Annually
Curriculum Committee
Assessment Committee
School Departments
SOP-B Executive Committee
Standards
May 2009
Technical Standards
Committee
Plans
May 2009
Assessment Committee
Dec 2009
Academic Standing
Committee
School Departments
SOP-B Executive Committee
Indicators
Timeline
Responsible Group/Person
Process and
procedure
guidelines
March 2009
Pharmacy Admissions
Committee
Plan
Dec 2008
Pharmacy Admissions
Committee
Revised
criteria
Sept 2009
Pharmacy Admissions
Committee
Revised policy Dec 2008
Pharmacy Admissions
Committee
Increased
number
involved
School Departments
SOP-B Executive Committee
Policy
Goal 8: Attract and retain highly qualified students.
Action Steps
1. Design a pharmacy
applicant admission process
that can identify and admit
highly qualified students
2. Develop a progression
assessment plan for
incoming P1s
3. Review and revise
admissions criteria
4. Institute faculty
involvement in the
admissions assessment
process
5. Increase significant faculty
involvement in Open House
through better interactions
with Admissions
Annually
Goal 9: Standardize operating procedures for the School of Pharmacy.
1
Action Steps
Develop a strategy for
continued implementation
of ACPE 2007
Indicators
Timeline
Strategy
Sept 2009
17
Responsible Group/Person
Strategic Planning
Committee
School Departments
Accreditation Standards
and Guidelines
2. Create more defined
outcomes and tasks for
standing committees
3. Revise the Standard
Operating Procedures
Manual
SOP-B Executive Committee
Revised
outcomes
May 2009
Revised
Manual
May 2009
SOP-B Dean
School Departments
SOP-B Executive Committee
SOP-B Administrative Staff
Strategic Goals:
Goal 1: Develop a complete knowledge of the policies and procedures of the College, i.e.,
business office, payroll and human resources policies and procedures.
Action Steps
1. Create and institute a
mechanism for identifying,
addressing, and following
up on policy and procedural
issues
2. Schedule regular meetings
with faculty
Indicators
Timeline
Responsible Group/Person
Document
May 2009
Executive Administrative
Assistant
Meeting
frequency
March 2009
Executive Administrative
Assistant
Goal 2: Facilitate the administrative assistants’ ability to perform multiple tasks during peak
times to ease the workload in the School of Pharmacy-Boston.
Action Steps
1. Set a rotation schedule for
administrative assistants to
experience and learn
different roles and functions
2. Schedule regular meetings
and training sessions to
discuss and learn about
different work functions
Indicators
Timeline
Responsible Group/Person
Schedule set
and
implemented
March 2009
Executive Administrative
Assistant
Meeting and
training
frequency
Annually
Executive Administrative
Assistant
Goal 3: Work with and support the Executive Administrative Assistant in centralizing the
workload of the School of Pharmacy-Boston
Action Steps
1. Develop training sessions
on centralized functions
2. Provide opportunities for
Indicators
Training
frequency
Skill
Timeline
Sept 2009
Annually
18
Responsible Group/Person
Executive Administrative
Assistant
Executive Administrative
administrative assistants to
develop skills and expertise
in different roles
development
Assistant
Executive Committee
Department of Pharmacy Practice
Mission Statement:
The mission of the Department of Pharmacy Practice is to prepare students to become qualified
pharmacy practitioners in the provision of patient care as members of a multidisciplinary health
care team. The department promotes excellence in teaching, research and scholarship, and
professional services through collaborative initiatives. The department guides students in
professionalism and career development as well as fosters extended learning opportunities
through post-graduate training and education.
In addition to supporting the School’s strategic goals listed above, the Department of Pharmacy
Practice will pursue additional strategic goals as follows:
Strategic Goals:
Goal 1: Develop and expand programs that enhance academic and professional development of
the faculty.
1.
2.
Action Steps
Continue to provide
monthly seminars for
faculty members to share
their research and teaching
Investigate the reallocation
of workload for faculty in
context of developing
separate clinical, teaching,
and research tracks for
practice faculty
Indicators
Timeline
Responsible Group/Person
Seminar
number and
attendance
Annually
Pharmacy Practice
Department
May 2010
Pharmacy Practice
Department
SOP-B Executive Committee
Report on
potential
development
of teaching
and research
track practice
faculty
Goal 2: Maintain and expand post-graduate training programs (residency/fellowship) in a variety
of Pharmacy Practice areas that actively involve faculty within the department.
Action Steps
1. Develop a plan to assess the
outcomes of current postgraduate training programs,
especially those outcomes
pertaining to teaching
2. Develop a plan to maintain
and expand post-graduate
Indicators
Timeline
Responsible Group/Person
Outcome
document and
results
March 2010
Assessment Committee
Residency Fellowship
Committee
Plan document
Dec 2009
Increase by 5
19
Residency Fellowship
Committee
training programs
3. Identify a combination of
extramural and
departmental support for
establishment and
continuation of new postgraduate training programs
4.
Develop and provide
teaching seminars for postgraduate trainees
positions over
next 5 years
Pharmacy Practice
Department
Specific
resources
March 2010
Residency Fellowship
Committee
Pharmacy Practice
Department
Sept 2010
Residency Fellowship
Committee
Pharmacy Practice
Department
Number of
seminars
Attendance
Goal 3: Explore and Enhance opportunities to provide innovative pharmacy practice.
Action Steps
1. Encourage faculty to obtain
Board Certification in
specialty areas (eg, BCP,
CDE, others)
2.
Schedule monthly seminars
to share practice
experiences among faculty
3. Encourage spotlighting of
innovative practices at local
and national meetings
Indicators
Timeline
Responsible Group/Person
Number with
certification
Annually
Pharmacy Practice
Department
Sept 2009
Pharmacy Practice
Department
Annually
Pharmacy Practice
Department
Seminar
frequency
(number and
attendance)
Receipt of
awards,
presentations
Department of Pharmaceutical Sciences
Mission Statement:
The primary mission of the Department of Pharmaceutical Sciences is to provide the highest
quality education to students in pharmacy and the pharmaceutical and health sciences through
excellence in teaching. The Department develops and conducts research and scholarship in order
to expand knowledge, address the health care needs of society, and meet the strategic mission of
the School and College. The Department supports graduate education and the development and
fostering of programs which better prepare students to pursue careers in industry, academia, and
government.
In addition to supporting the School’s strategic goals listed above, the Department of
Pharmaceutical Sciences will pursue additional strategic goals as follows:
20
Strategic Goals:
Goal 1: Develop and approve Graduate Division and BS programs Strategic Plans for AYs 20082013.
Action Steps
1. Develop and implement
strategic plans for the
graduate program and BS
degree programs
2. Develop and implement
assessment plans for the
graduate program and BS
degree programs
Indicators
Timeline
Responsible Group/Person
Strategic Plan
documents
Sept 2009
Program Directors
Graduate Council
Assessment
plan
documents
Sept 2010
Program Directors
Assessment Committee
Graduate Council
Goal 2: Investigate, implement and evaluate new BS and graduate degree programs.
1.
Action Steps
Indicators
Timeline
Implement the new BS
Pharm/Tox degree program
New course
proposals
Annually to
2011
Implement dual majors (BS
degree level only)
Program
planning
Recruitment of
students
Dec 2010
Program
proposal
May 2010
Program Director
Graduate Council
Program
proposal
Sept 2012
Pharm Sci Department
Program
proposal
Sept 2010
Program Director
Graduate Council
2.
3. Develop and implement a
graduate certificate program
in Reimbursement
4. Develop new BS degree
programs
5. Develop and implement a
MS degree program in
Clinical Research
Management
Responsible Group/Person
Program Director
Pharm Sci Department
Chair
Pharm Sci Department
Chair
SOP-B Executive
Committee
Office of Experiential Education
Mission Statement:
The Office of Experiential Education provides students with a continuum of required and
elective pharmacy practice experiences throughout the curriculum from introductory to
advanced. These experiences enable students to apply their classroom and laboratory based
learning in a direct patient care setting to allow students to develop their ability to perform at the
highest level of professional excellence. The Office of Experiential Education works very closely
with full-time and adjunct faculty to ensure the establishment of objectives for pharmacy practice
experiences, assessment of student performance, and documentation of attainment of desired
21
outcomes including direct interaction with a diverse patient population in a variety of practice
settings as well as collaborative activities with other health care professionals. The Office of
Experiential Education performs as a team whose primary focus is to meet or exceed
accreditation standards, to facilitate the success of students, and to provide direct support for
faculty and preceptors.
In addition to supporting the School’s strategic goals listed above, the Office of Experiential
Education will pursue additional strategic goals as follows:
Strategic Goals:
Goal 1: Increase quality and quantity of preceptor development programs.
Action Steps
Indicators
Timeline
Responsible Group/Person
1. Include workshop session
during Preceptor
Appreciation day.
Improved
Preceptor and
student
feedback
Dec 2008
Experiential Faculty
2.
Improved
Preceptor and
student
feedback
May 2010
Experiential Faculty
Add separate sessions for
regional hospital preceptors
Goal 2: Enhance focus on Quality Assurance and Assessment during site visits.
Action Steps
1.
2.
Develop new tool to assess
sites, preceptors, and
students during site visits.
Increase time that all
experiential faculty spend
in the field
Indicators
Timeline
Preceptor
evaluation by
students and
OEE and
student
outcomes
June 2009
Increase
Preceptor and
student
satisfaction
Annually
Responsible Group/Person
Experiential Faculty
Asst Dean
Experiential Faculty
Asst Dean
Goal 3: Implement new ACPE standards for IPPE Rotations.
Action Steps
Indicators
Timeline
22
Responsible Group/Person
1. Increase number of hours
for IPPE rotations to 300
total
2. Add institutional rotations
regionally
Curriculum
changes
approved
September
2009
Experiential Faculty
Number of
rotations
Annually
Experiential Faculty
Goal 4: Develop common evaluation tool for assessment of student learning on rotations.
Action Steps
1.
Create steering committee
and faculty task force to
develop tool
Indicators
Timeline
Responsible Group/Person
May 2011
Assistant Dean and
Pharmacy Practice Chairs
New grading
tool
Adjunct
faculty
involvement
Goal 5: Exceed site availability requirements regionally.
Action Steps
Indicators
Timeline
Responsible Group/Person
1. Secure increased number of
sites.
Add two new
FTE faculty
positions
May 2009
Assistant Dean of
Experiential Education
2.
Increase focus
and follow up
for maximum
outcome
Seek submission of new
availability requests from
practice sites
Experiential Faculty
Annually
Asst Dean
Goal 6: Create Experiential Advisory Groups
1.
2.
Action Steps
Indicators
Timeline
Responsible Group/Person
Enlist services of current
key MCPHS preceptor
Group
membership
set
Sept 2009
Assistant Dean of
Experiential Education
Form cross functional
regional groups for key
clinical/practice areas
Advisory
groups
strategically
situated
Sept 2011
Experiential Faculty
23
School of Pharmacy-Boston Research Plan
Introduction
The Massachusetts College of Pharmacy and Health Sciences (MCPHS) School of PharmacyBoston (SOP-B) is a private College with operating revenue derived primarily from student
tuition dollars. In contrast to private institutions, public universities receive base support from
the state and rely upon multiple sources of revenue (i.e., state funds, grants, and foundation
accounts). While the pharmacy programs of private colleges/schools such as MCPHS are more
dependent on tuition, there are many opportunities to grow contracts and grants and to seek
entrepreneurial enterprises. In the past five years, the SOP-B has increased its scholarly
productivity including the submission of grants and contracts. Senior administrators support the
idea that MCPHS professors should pursue research, in particular, research that leads to
extramural funding. However, a typical research idea usually takes 4 or more years prior to
award funding when federal agencies are involved.
Overview of the School of Pharmacy-Boston
The SOP-B has ~ 70 faculty (which includes ~ 6 administrators), ~ 30 graduate students,
~12,000 square feet of laboratory space, an animal care facility, no Grant’s Office, no one with
an active NIH/NSF grant but several small grants from non-profit organizations, one small grant
from an International nonprofit organization, several internal MCPHS grants for $4000, 2-3 sub
contracts where the work is sometimes performed off-site, and an Intellectual Property Officer in
the Pharmaceutical Sciences Department. Many faculty are eager to write fundable grants but
they need organized help from a central office with a mission to facilitate grantsmanship.
Research Infrastructure
All research organizations require three assets to be successful: (i) funding, (ii) space and
equipment, and (iii) people. If any one of these assets is missing there is no productive research
among groups of people in any organization. If you do not have funding, space and people, you
cannot develop a sustainable research infrastructure because faculty don’t have supplies,
consumables, disposables etc. Obviously if you do not have faculty, no work gets done no
matter how much funding or space exists. The combination of funding, space and equipment,
and people are essential to perform any significant level of research.
24
Types of Research
For the purpose of this research document, three categories of research ideas were defined and
are depicted in scheme 1:
(i) Type A research ideas involves research that may result in publications and scholarship;
this type of research can include intramural funded projects that serve as seed grants that
can lead to type B and type C research
(ii) Type B research ideas are extramural funded research projects that usually results in
publications and scholarship; and
(iii) Type C research ideas are commercially useful which may lead to products and possibly
revenue for the College.
Most of the currently on-going projects at MCPHS are derived from Type A research ideas with
a few Type B research ideas; currently there are no Type C research idea projects on-going.
Scheme 1. Categories of Research Ideas
Vision Statement: MCPHS will be recognized among Colleges/Schools of Pharmacy as a leader
in conducting funded research.
Mission Statement: MCPHS provides the necessary support in terms of people, equipment and
space, and monies to conduct funded research.
25
Research at MCPHS
Background. The SOP-B is in the process of developing a Comprehensive Research Plan to
support the School’s mission statement with regards to research and scholarship. As stated in the
School’s mission statement, “the School of Pharmacy-Boston delivers high quality, novel
programs characterized by a hallmark signature of excellence in teaching and an environment
conducive to professional development and to achieving national prominence in research and
scholarship”.
To support the School’s mission statement with regards to research and
scholarship, there are a number of research goals and action steps that have been identified
within the SOP-B’s strategic plan.
Faculty Survey
As a starting point to better understand the challenges for faculty in pursuing research in the
SOP-B, the Intellectual Property Officer performed a one-on-one interview with 31 faculty to
determine their perceived barriers to research at the School. The sampled population represents
approximately 46 % of all faculty in the SOP-B at MCPHS. The barriers that limit or slow down
professors from doing quality research while maintaining their essential teaching and service
obligations were used as a foundation to develop this strategic plan for research.
Bottleneck challenges for research at MCPHS based on faculty interviews
The challenges described below are not the only obstacles to research but they are the most
significant ones when it comes to doing productive research.
Problem 1. Workload Issues
Many SOP-B faculty have heavy teaching loads, which results in insufficient time to develop
ideas into grants and contracts. Moreover, the clinical (pharmacy practice) faculty have to
maintain practice sites as part of their faculty responsibilities and the needs of the practice sites
have become even more demanding over the past 5 years. The clinical faculty have patient care
responsibilities and contribute to teaching and training students on rotation at their clinical sites;
in addition, they coordinate and/or teach in a variety of settings.
Problem 2. Research Infrastructure Support
While the College does have a Grant Assistance Program to help with assistance in writing
grants (up to $1000), the School faculty indicated that a Research Center would provide more
support with their research and scholarship goals to assist them with identifying and pursuing
fundable research projects.
Problem 3. Resources
Active research laboratories require people, space and funding. Without people, significant
amounts of space and funding will not generate much research. Without space and equipment,
good people with sufficient funding will not generate much research unless they do the work off
site by either collaborating or merely using other people’s laboratory space and equipment. The
SOP-B has many good and exceptional faculty capable of doing a significant quantity of
research, but there is limited research space and funding to perform the work; this is one of the
bottlenecks in going forward.
26
Problem 4. What research is worth pursuing?
A good idea is not necessarily a fundable research idea and many, in fact, most faculty pursue
non funded ideas to publish and perform scholarly work to get promoted or meet their annual
expectations from the College. Faculty need to be sensitive to when they are pursuing nonfundable research ideas vs. fundable ideas.
Problem 5. Lack of Start-Up Funds
There are no start-up funds for newly hired professors at MCPHS.
Implementation
To support research initiatives in the SOP-B and to facilitate successful grantsmanship in both
the Pharmacy Practice and Pharmaceutical Sciences Departments, the following action items
below will be performed. Some of the action items are essential and need to be done within the
first year others can be done over the next few years.
Action Items
(i) Increase the Pharmaceutical Sciences Lab Supplies budget; specifics amount will be evaluated
on an annual basis.
Reason. The Pharmaceutical Sciences budget is used for both
undergraduate laboratories and graduate laboratories. Over the
last 5 years the undergraduate class size has significantly
increased and consequently more of the budgeted funds were
used for the undergraduate laboratories. This took precious
research dollars away from developing graduate students and
their faculty mentors. Thus, to compensate for increased
undergraduate enrollment requiring more funding and the cost
of inflation over the last 5-10 years the Pharmaceutical
Sciences budget will be increased.
(ii) Initiate a new budget line for Research in Pharmacy Practice that can be determined annually
based on need.
Reason. The Pharmacy Practice faculty are beginning to
perform a significant amount of research and scholarship.
Some of their research requires funds for drug-assays for
pharmacokinetic studies, extra computers to bring to the clinic
to collect data according to HIPAA standards, and supplies
and consumables for particular projects. The culture at the
college has changed over the years with a dual focus of
teaching as well as research, including publications, and
grants that are funded.
(iii) Increase the Pharmaceutical Sciences Equipment Budget
27
Reason. Based on the faculty interviews that were used to
prepare the Strategic Plan for Research, several faculty
indicated that MCPHS lacks some fundamental equipment for
them to do research.
(iv) Promote and support research collaborations between faculty in both
Pharmacy Practice and Pharmaceutical Sciences
Reason. Interdisciplinary research is beneficial in
addressing complex problems that can be approached with
deep knowledge from different perspectives. There are
many funding opportunities available for interdisciplinary
research including clinical and translational science awards.
(v) Creation of a Research Center
Reason. Collectively the faculty have requested a Research
Center, which is not a grants office. The types of functions
within the Research Center can include the following
activities: Assist faculty (i) in defining a fundable research
project or concept (ii) in identifying a funding agencies, (iii) in
preparing the grant (budgets, rationale, complete application
regarding pages and (iv) in writing the grant, etc.
(vi) Procurement of Endowed Chair(s)
Reason. The College does not have endowed chairs in
research that are supported financially to any significant level.
The procurement of endowed chair(s) would support new
knowledge at various levels and bring new scientific expertise
to the School and College.
(vii) Establish an internal mock-up of an NIH study section to review internal proposals for
merit as a service to faculty.
Reason. Faculties in the School have frequently requested
informally a review of their proposals. Having a formal
mechanism to review proposals will facilitate their
grantsmanship. Paying outside consultants to assist in the
review process can come from departmental budgets (which
will be increased to support this activity).
(viii) Evaluate Pharmacy Practice faculty site-specific barriers for faculty who are pursuing
clinical research at their practice sites with regard to PI issues and IRB processes.
28
Reason. Site-specific policies may limit some MCPHS
clinical faculty who wish to pursue their own research. Each
practice site has its specific research-related issues and this
needs to be explored carefully to determine the best strategies
in approaching the problems.
(ix) Recruit faculty who have funded research experience.
Reason. Faculty with funded research experience will support the research
and scholarship goals in the SOP-B and can serve as collaborators and
research mentors for colleagues.
(x) Continue to support and develop additional MCPHS fellowship and residency programs in
collaboration with partner sites to train fellows and residents in research.
Reason. Fellows and residents will provide additional support for faculty
research and scholarship goals.
(xi) Evaluate Pharmaceutical Sciences and Pharmacy Practice workload issues that may hinder
faculty from pursuing and conducting research.
Reason. Pharmaceutical Sciences and Pharmacy Practice faculty have expressed
challenges in meeting workload expectations and conducting research.
Departmental workloads should be evaluated to identify barriers and possible
solutions. In planning to pursue and conduct research, faculty should work with
their Department Chair to develop a mutually agreeable plan prior to conducting
such research.
(xii) Evaluate Pharmacy Practice workload barriers at practice sites
Reason. While funded research may allow faculty to reduce their teaching
load, there may be an expectation of the site that faculty will continue to
maintain their clinical practice. When their research is not directly related to
their practice site activities, faculty should work with their Department Chair
and appropriate individual(s) in the Office of Experiential Education and at
the practice site to develop a mutually agreeable plan prior to conducting such
research.
Milestones
(i)
Year (1): The budgets lines that support research for the Pharmaceutical Sciences
Department will be evaluated and increased in the budget proposal for the next
fiscal year. A new budget line to support research for faculty in the Pharmacy
Practice Department will be requested in the budget proposal for the next fiscal
year.
29
(ii)
Year (1): In addition to the College-wide Faculty Development Committee, the
SOP-B Faculty Mentoring Committee will incorporate and sponsor research and
scholarship seminars and workshops targeting areas of need identified by School
faculty.
(iii)
Year (2): A Research Center will be established.
(iv)
Year (5): 1-2 federally funded grants are the target.
(v)
Year (10): 4-5 federally funded grants are the target. The College should be
ranked according to the ACPE guidelines.
Research Plan Approved at November 17, 2010 School of Pharmacy-Boston Faculty Meeting.
30
Goals and Objectives for AY 2012-2013
List Goals and Objectives
for 2012-2013
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Continue to develop undergraduate and graduate programs
Implementation of a required Immunization Certification
plan for all PharmD graduates
Continue to expand residency and fellowship programs
including opportunities for domestic and international
students
Continue to implement the Saudi Initiative
Review the PharmD curriculum and identify areas of
integration
Continue to Implement new PharmD, BSPS, BSPMM and
PharmTox curricula
Continue the implementation of the ACPE Accreditation
Guidelines 2007, especially IPPE requirements.
Continue to improve and maintain NAPLEX licensure
examination success rates to exceed a minimum school
pass rate of 90% by successive yearly NABLPEX practice
exams and review.
Investigate / move selected academic programs to
online/distance learning format
Implement a full time MSRA, and improve upon the
current part-time MSRA
Increase the quality and quantity of grant proposals from
SOP-B
Increase the number of application for awards and
competitions offered through National professional
organizations.
Implement the Honors Program
Develop curricular changes based on taskforce
recommendations and feedback from the Assessment
Committee for NAPLEX Area 3 Competencies.
Design and plan for a required Immunization Certification
Program for all grads within the curriculum.
Continue implementation of the ACPE Accreditation
Guidelines for Standards 2007.
Expand the use of student portfolios in the curriculum to
enhance academic and professional development.
31
Relationship to the
MCPHS Strategic
Plan Goals or
Initiatives
Academic Programs:
Implementation, New
Program Development
and Market Research
SI# 5 Goal #1, 2, 3
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Strengthen student success and retention
Develop a pre-pharmacy direct entry option into the
PharmD W/M from SOP-B
Implement summer course offerings
Implement a comprehensive, faculty driven tutoring
program.
Develop a comprehensive SOP orientation program for
incoming 3rd year, P1 students on the 1st 3 days of the Fall
semester.
Develop and implement pharmacy review course and
practice board exam in Pharm Calculations
Revive Career Tools program (with Alumni Association)
Work toward restructure of the Office of Experiential
Education
Develop and support an “identity” and appropriate
administrative structure for the BS programs within the
SOP-B
Work with MCPHS On-Line to expand offering through
the SOP.
Hire a permanent Chair for Pharmacy Practice
Prepare the School, Faculty, Staff and Students for a Spring
2013 focused site visitation be ACPE.
Plan of BS and PharmD degree events
Structure and implement an Experiential Advisory Council
Continue SOP-B Deans Advisory Council
Investigate and create mechanisms to increase grant support
(100% increase in grant dollars)
32
Student Academic
Support
SI# 5 Goal #2, 4
SOP-B Management
SI#4, Goal# 3
School Organizational Chart
Associate Provost
for Pharmacy Education
School Organizational Chart
Douglas Pisano
Senior Associate Dean
Dean
Associate Dean
School of Pharmacy
School of Pharmacy - Boston
of Experiential Education
Michael Montagne
Douglas Pisano
Paul DiFrancesco
Director: Boston Campus
Associate Dean for Professional
and Academic Affairs
Caroline Zeind
& Central Community and
Ambulatory Pharmacy
Experiences
Catherine Basile
Associate Dean
Graduate Studies
Timothy Maher
Assistant Dean
Director: Worcester Campus
& Central Institutional Pharmacy
Experiences
Catherine Simonian
Bachelor Programs
Institutional Experiential
Coordinator
Bernard Tyrrell
Rita Morelli
Chair
Pharmaceutical Sciences
Community and Ambulatory
Experiential Coordinator
Timothy Maher
Lisa Padgett
Chair
Pharmacy Practice
Michael Carvalho
Vice Chair
Pharmacy Practice
William McCloskey
Director
Postbaccalaureate
PharmD Pathway
Kathy Grams
33
Program Coordinator
Meredith Cole
Database Coordinator
Tim Schartiger
Administrative Assistant
SOP - Boston
Sonya Almeida
II. Academic Policies, Procedures and Guidelines
Technical Standards Doctor of Pharmacy Program
Introduction
The School of Pharmacy is committed to a policy of equal educational opportunity, and
welcomes individuals with diverse backgrounds and abilities. The School, therefore, prohibits
discrimination according to all applicable state and federal laws. However, students in the
School must be able to meet the essential clinical and academic requirements since the
curriculum objectives are to prepare students for practice in their field. The purpose of this
document is to ensure that all students entering the PharmD program have read and understand
the clinical and non-academic requirements of the program so they can make informed decisions
regarding their pursuit of the profession of pharmacy
All candidates for admission to and students enrolled in the PharmD program must have abilities
and skills in multiple domains including: communication, intellectual, behavioral/social, and
visual/auditory/tactile/motor competencies. The following technical standards describe the nonacademic qualifications (required in addition to academic standards), which the School of
Pharmacy considers essential for successful progression and completion of the educational
objectives of its curriculum.
Although the School of Pharmacy will engage in an interactive process with applicants with
disabilities, it reserves the right not to admit any applicant who, upon completion of the
interactive process, cannot meet the Technical Standards set forth in this document, with or
without reasonable accommodations.
Reasonable accommodation for persons with documented disabilities will be considered on an
individual basis. Students wishing to request accommodations for disabilities should contact the
Coordinator of Disability Services (see “Students with Disabilities” in “Student Services” section
of the catalog.)
Domain: Communication
Performance Standards
A) Must have functional English speaking, reading and writing abilities necessary to
communicate clearly and professionally with faculty, staff, peers, patients, and health
care professionals in a mature and professional manner that reflects the core values of the
College.
B) Communication includes both verbal and non-verbal expression, reading, writing and
computer skills
Essential Functions
 Ability to participate in class discussions/group projects/practical labs for the purpose of
the delivery and receipt of medical information
34
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Ability to recognize both verbal and non-verbal communication including facial
expressions and body language
Ability to demonstrate awareness of and appropriately communicate both verbally and
non-verbally
Ability to report accurately and legibly in patients’ charts demonstrating the knowledge
of the meaning and spelling of words, rules of composition and grammar
Ability to explain to other health care team members to patients and/or caregivers reason
for treatment, preventive measures, disease process and need for referral
Ability to use computers and other technology to accurately record information and
convey critical health-related documentation
Ability to recognize and respond to physical and psychological needs of patients
Domain: Intellectual
Performance Standards
A) Must have critical and logical thinking ability sufficient to engage in clinical judgment
and problem solving to address issues and problems within all learning environments
B) Must have ability to multi-task and to perform work in a logical and sequential manner
Essential Functions
 Must be able to memorize, perform scientific measurement and calculation, reason,
analyze, and synthesize information
 Demonstrate ability to retrieve (electronically and manually), read, understand, and
interpret medical, scientific and professional information and literature
 Demonstrate the intellectual and reasoning abilities required to develop problem-solving
and decision-making skills
 Demonstrate ability to learn effectively through a variety of modalities including, but not
limited to classroom instruction, small group discussion, individual study of materials,
preparation and presentation of written and oral reports, and use of computers and other
technology
 Demonstrate ability to prioritize and complete tasks in laboratory, clinical, and patient
care settings with time constraints
 Perform a variety of duties accurately, often changing from one task to another without
loss of efficiency or composure
Domain: Behavioral/ Social
Performance Standard
A) Must possess ability to interact with and relate to faculty, staff, peers, patients, and health
care professionals in a mature and professional manner that reflects the core values of the
College.
B) Demonstrate sensitivity to people from a variety of cultural backgrounds
35
C) Must possess ability to interact with and respond to needs of patients and caregivers
from a variety of cultural backgrounds and with a diversity of emotional, intellectual and
physical health issues
Essential Functions
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Must be of sufficient emotional and mental health to utilize fully intellectual abilities to
exercise good judgment, to complete patient care responsibilities appropriately, and to
relate to faculty, staff, peers, patients, and health care professionals with courtesy,
compassion, maturity and respect for their dignity
Must be able to effectively function when faced with the challenges and uncertainties in
classroom, laboratories, and experiential settings
Must accept constructive criticism and be able to respond and modify behavior
accordingly
Must be able to interact with faculty, staff, peers, patients, and members of the health
care team in a mature and professional manner that reflects the core values of the
College.
Domain: Visual/Auditory
Performance Standard
A) Must possess sufficient visual and auditory abilities to gather data from written reference
material, oral presentations, illustrations, diagrams and patient observation
Essential Functions
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Ability to gather data from written reference material, computer-based programs, and
from oral presentations
Ability to observe and/or conduct demonstrations and experiments
Ability to utilize various types of physical assessment skills required for patient-centered
care including reading digital or analog representations of physiologic phenomena
Ability to execute movements reasonably required to properly participate in the activities
of a laboratory or an experiential rotation that are components of pharmacy practice
Have vision sufficient to read and interpret prescriptions, prescription labels and drug
labels
Domain: Tactile and Motor Competencies
Performance Standard
A) Must possess sufficient tactile and motor abilities to prepare pharmaceutical products,
evaluate patients, and perform basic laboratory tests
36
Essential Functions
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Possess manual dexterity necessary to manipulate and control laboratory equipment and
materials
Possess manual dexterity sufficient to accurately compound and prepare pharmaceutical
products for dispensing to patients
Possess manual dexterity and sense of touch sufficient to perform basic patient
assessments including, but not limited to palpation, auscultation, percussion, and other
diagnostic maneuvers
Possess sufficient manual dexterity to conduct laboratory diagnostic tests and administer
non-oral medications
Student Acknowledgement and Statement
It is the responsibility of the student to request a reasonable accommodation. If a student cannot
demonstrate the skills and abilities identified above, with or without a reasonable
accommodation, the School of Pharmacy will provide a reasonable accommodation as long as it
does not 1) fundamentally alter the nature of the program offered; 2) does not impose an undue
hardship such as accommodations that may cause significant expense; 3) become a hazard to the
safety and well being of patients; or 4) is unduly disruptive to the educational process.
I have read and understand the statement of technical standards and essential functions as
outlined above as performance standards necessary for successful admission and progression in
the PharmD Degree Program.
________________________________________________________________________
Student Signature
Date
37
Enrollment Management Plan for Incoming P3 Students to PharmD (2013)
The purpose for the Enrollment Management Plan is to achieve a maximum enrollment goal of
340 students per entering first professional year class. This class size will include rising
sophomores already admitted to the PharmD as freshmen, internal transfer students from the
Baccalaureate programs in Pharmaceutical Sciences or Pre-Med, and external transfer students
who apply to our College from other institutions.
The criteria for admission into the P3 year by all possible candidates, regardless of point of entry,
will include the following;
1. successful passage of a faculty interview,
2. successful passage of a writing assessment exam,
3. a minimum GPA requirement
a. 2.7 for rising PharmD
b. 3.0 for internal and external transfers
The time line for evaluation will be as follows:
1. All prospective students, regardless of point of entry, will be notified by June 30th.
2. Rising 2nd year students to the P3 year
a. Will receive notice of conditional progression in January of their 2nd year. This
notice will be contingent on the passage of the required interview, writing sample
and maintenance of qualifying GPA.
b. No students will be accepted on probationary status nor will the make-up of
courses in summer of 2nd year qualify for PharmD admission without approval by
the Dean.
2. BSPS / PreMed (Internal Transfers)
a. Must apply by February 1st of the sophomore year as described in our existing and
published policy regarding internal transfer into the PharmD program since 2009.
b. Admission will be contingent upon available program space, passage of the
required interview, writing sample and maintenance of qualifying GPA.
3. External Transfers
a. If needed, will use the current Admissions Office policy as described in the
College Catalog.
38
Policy on Summer Courses for School of Pharmacy-Boston
The School of Pharmacy-Boston will offer additional opportunities to students who are enrolled
in the Doctor of Pharmacy (PharmD) program to successfully progress through the professional
curriculum during the summer sessions of 2013. Summer course offerings may permit students,
who have experienced academic difficulty in selected courses and who are otherwise in good
academic standing, to remediate these courses in accordance with the academic policy as
published in the College Catalog. If interested, students should contact their academic advisor in
the Academic Support Center.
The policy of the School of Pharmacy – Boston is that an earned grade of “D” or “F” is
considered a failing grade and requires that students must:
a. successfully repeat with a passing grade any failed course prior to progressing into
the next course in the sequence, and,
b. successfully complete with a passing grade any prerequisites, and,
c. successfully complete all required courses prior to matriculation into the next year of
the curriculum.
For Academic Year 2012 – 2013
1) Students who earn a grade of “D” in PSB328: Physiology/PathoPhysiology I, PSB331:
Biochemistry I, PSB340: Pharmaceutics I, PSB441: Medicinal Chemistry I and/or PSB451:
Pharmacology I will be allowed to progress into the next course in the sequence or any
course that requires the successful completion of these courses as prerequisite (including
PPB414: Virology and Anti-Infectives and PPB446: Therapeutics II in the 4th year).
2) Students who earn a grade of “D” in PPB485: Drug Literature Evaluation or PSB424:
Research Methods will be allowed to register and remediate their grade in the on-line
offering of these courses in the Post-Baccalaureate Doctor of Pharmacy Pathway.
3) Students who earn a grade of “D”, F or W” in PSB 432 Pharmacokinetics II, will be allowed
to register and remediate this grade in the Summer offering of this course. Please note that
students must successfully pass this course and have completed all requirements and be in
good academic standing before beginning sixth year advanced clinical rotations.
4) Students who withdraw (W) or earn a grade of “F” from any course cannot progress to the
next course in the sequence.
5) The School of Pharmacy – Boston will offer the following courses, pending sufficient
enrollment, in either Summer Session I or Summer Session II for those students who have
received a grade of “D/F/W” in their first attempt:
a) PSB331: Biochemistry I and PSB332: Biochemistry II (May also be taken by students
who have matriculated into the 1st professional year of the PharmD program in the
summer prior to the Fall semester of that year)
b) PSB328: Physiology/PathoPhysiology I and PSB329: Physiology/PathoPhysiology II
c) PSB340: Pharmaceutics I and PSB341: Pharmaceutics II (The didactic portion only.
Students must have passed the laboratory portion of that course)
39
d) PSB220: Healthcare Delivery (May also be taken by students who have matriculated into
the 1st professional year of the PharmD program in the summer prior to the Fall semester
of that year)
e) PSB451: Pharmacology I and PSB454: Pharmacology II
f) PSB441: Medicinal Chemistry I and PSB442: Medicinal Chemistry II
g) PSB430: Pharmacokinetics I and PSB432: Pharmacokinetics II
h) PSB450: Pharmaceutical Biotechnology
i) PBS424: Research Methods in Pharmacoepidemiology
6) The following courses may be taken in the summer in the normal sequence:
a) PSB331: Biochemistry I and PSB332: Biochemistry II available for students who have
completed their second year
b) PSB424: Research Methods in Pharmacoepidemiology available for students who have
completed their second year
c) PSB430: Pharmacokinetics I available for students who have completed their third year
d) PSB450: Pharmaceutical Biotechnology available for students who have completed their
third year
Students may take a maximum of two courses in any single summer session.
College policy regarding multiple attempts at professional courses continues to be in effect.
Professional courses may be attempted no more than two times. Grades of “D/F/W” are
considered attempts in courses where a “C-“ or higher is considered a passing grade. (See the
College Catalog 2012-2013, p.102)
This policy will be re-evaluated yearly in the fall semester of each year.
40
Policy for Progression into the Professional Program
The Pharmacy Admissions Committee (PAC) has developed a policy to assist MCPHS-Boston
School of Pharmacy meet the necessary requirements for all pharmacy students to be evaluated
prior to progression into the professional program as mandated by ACPE. The progression into
the professional program officially occurs between the 2nd and 3rd years in the program.
Based on the guidelines set forth by ACPE, survey results from the faculty and principles that
support continuity, integrity and non-discriminatory practices, the PAC has developed the
following policy. This policy includes all the materials that are recommended by the PAC to be
used in the progression process.
Students in the pre-professional phase of the PharmD program who are progressing into the
professional program must successfully complete the PharmD Progression Assessment (PPA).
The PPA is comprised of 3 components: GPA, Writing Assessment and a Formal Interview.
Each component has its own evaluation process and a minimum score needed to be achieved to
obtain proficiency and thus progression.
Minimum score needed for each component:
I.
GPA
1 point
II.
Writing Assessment
1 point
III.
Formal Interview
2 points
I.
GPA
Students must have a cumulative GPA of 2.7, as stated in the MCPHS handbook, to progress into
the professional program. This is designed to help ensure that students have the basic knowledge
needed to successfully complete the PharmD program. Below illustrates the point system for the
GPA component.
GPA
Points
≥ 2.7
2 pts
2.65 – 2.69
1 pt (minimum score)
< 2.65
0 pts
II and III.
Writing Assessment and Formal Interview
A formal interview and writing assessment will be administered by the School of PharmacyBoston faculty to assess each student’s verbal communication and writing skills, understanding
of the pharmacy profession and commitment to patient care. Students will be provided with an
established day and time for these activities.
Prior to the interview/writing assessment, students will receive an email providing them with
information: instructions, supplemental material and etc. They are also be provided verbal
instructions on the scheduled days of the Writing Assessment and Formal Interview. Students
are required to make appropriate arrangements to ensure that they are available on the assigned
date. They are also expected to attend the interview in professional attire.
On the specified day, all 2nd year students will meet in one of the large lecture halls. At this
time, students will be given oral instructions of the expectations, schedule of the day and room
assignments. Faculty will also meet to review the grading criteria and expectations of the
41
interviewer, interviewees and the writing assessment. This will help ensure continuity and
integrity of the process. For the formal interviews, each room assignment will consist of two
faculty members and no more than 10 students. Two faculty members will be involved in the
evaluation of each student to ensure that all student assessments are non-discriminatory. The
average of both scores will be utilized to calculate the final assessment score. Average scores
with a .5 or greater are rounded up, average scores with a .5 or less are rounded down.
This same process is used for the writing assessment except that students are assigned to lecture
halls and given the written materials. As in the case of the verbal assessment, the written
assessment is also graded independently by two faculty and the scores are averaged.
Each component will consist of a health/pharmacy related patient case. Appropriate background
material will be provided to the students beforehand. The materials will not be allowed into the
interview rooms for the formal interview, however, they are allowed in to the classroom for the
writing assessment. Faculty will also be provided the same materials along with case assessment
questions that can be assigned to each student for the oral interview to help facilitate discussion.
Students will be assessed on their ability to discuss and write about the patient case
demonstrating mastery of North American English and their ability to process and convey
information. Students will not be judged on the stance that he/she takes but how well they are
able to convey accurate information. The rubrics for these components are attached. Below
illustrates the point system for the each:
Interview
%
Points
>27
24-26
21-23
18-20
90
80
70
60
4
3
2
1
<18
50
0
Writing
Assessment
>18
16-17
14-15
<14
%
Points
90
80
70
<7
0
3
2
1
0
(minimum score)
Students who do not meet the requirement
Students who do not meet the minimum requirements for progression will not be allowed to
progress into the professional program.
Students with excused absences
Students who meet the excused absence criteria will be rescheduled for a one day only make-up.
Students with unexcused absences
Students who do not attend the interview session and do not meet the excused absence criteria
will not be allowed to make-up the interview and will not be permitted to progress to the 1st
professional year.
Students with disabilities
Students with disabilities will be afforded the same accommodations as outlined by their initial
plan with Student Services. These students are not exempt from the ACPE requirements.
42
Pharmacy Competency Exam Requirement
To better prepare students for the NAPLEX licensure exam, and, to help us identify who may
need some additional assistance, the School of Pharmacy is requiring that beginning with the
Class of 2014, all students will take a mandatory “Pharmacy Competency Review
Exam.” Similar to the NAPLEX, the exam is in a computerized format and the questions reflect
the competencies in the NAPLEX blueprint. Students who receive an overall substandard score
on the exam will be required to attend the School of Pharmacy-Boston Board Review Program
that is being held annually in early May. After completing the School of Pharmacy-Board
Review Program, students will be required to retake and pass the “Pharmacy Competency
Review Exam” during the month of May. Students who still have not received a passing score on
the Pharmacy Competency Review Exam will be able to access Pharmacy Competency Review
Modules to review chapters and take practice questions. Students must then retake and pass the
exam prior to the start of the fourth rotation block of 6th Year rotation.
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Accreditation
Accreditation Council for Pharmacy Education (ACPE)
The Accreditation Council for Pharmacy Education (ACPE) is the national agency for the
accreditation of professional degree programs in pharmacy and providers of continuing
pharmacy education. ACPE (until 2003 known as the American Council on Pharmaceutical
Education) was established in 1932 for the accreditation of professional degree programs in
pharmacy. In 1975, its scope was broadened to include accreditation of providers of continuing
pharmacy education. (www.acpe-accredit.org).
The mission of ACPE is to assure and advance quality in pharmacy education. ACPE is an
autonomous and independent agency whose Board of Directors is appointed by the American
Association of Colleges of Pharmacy (AACP), the American Pharmacists Association (APhA),
the National Association of Boards of Pharmacy (NABP) (three appointments each), and the
American Council on Education (one appointment).
Accreditation Status
The School of Pharmacy-Boston is fully accredited by ACPE.
ACPE Student Complaint Policy and Procedure Form
Policy:
The Accreditation Council for Pharmacy Education (ACPE), the pharmacy school accreditation
agency, is required by the U.S. Department of Education to assure that pharmacy programs have
a policy to record and address student complaints regarding a school’s adherence to the ACPE
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the
Doctor of Pharmacy Degree hereinafter referred to as the “ACPE Standards”. The purpose of this
policy is to provide the opportunity for pharmacy students to document complaints about the
School of Pharmacy’s adherence to any of the ACPE Standards. Complaints may relate to
matters involving the curriculum, faculty, student affairs or other areas relating to ACPE
standards. If a student wishes to complain about an issue related to the accreditation standards of
ACPE, the student should follow the procedure detailed below. In the case of common academic
matters within the School of Pharmacy (e.g., grade challenges, academic standing review and
appeals, etc.), students should refer to policies and procedures of the school and college, as
outlined in the MCPHS Student Handbook & Academic Planner.
Procedure:
 The student writes a letter detailing the complaint to the School of Pharmacy-Boston
Associate Dean for Academic and Professional Affairs, who can be reached through the
School of Pharmacy Dean’s Office (telephone: 617-732-2781). Complaints must be
submitted in writing using the attached Complaint Form. The student must specify which
ACPE standard, policy or procedure is in question, provide a summary of the claim and
include supporting evidence, as applicable. Receipt of the Complaint Form will be
acknowledged via e-mail by the Associate Dean for Academic and Professional Affairs.
44
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The student will be invited to meet with the Associate Dean to discuss the complaint. If
the Associate Dean is unable to resolve the issue, he/she forms an ad hoc committee of
three faculty members (at least one member from each department) who are not involved
with the issue and asks the committee to review the complaint and make a
recommendation within 10 business days of the committee’s formation. The student may
be invited to meet with the committee to answer questions. Minutes must be taken at all
committee meetings.
The student receives a written response within 5 business days of the conclusion of the
committee’s deliberations. The response will include an evaluation of the complaint and
the committee’s decision. Should the committee find that a violation of an accreditation
standard has occurred, a proposal for corrective action with a corresponding timeline will
be outlined.
If the student is not satisfied with the decision of the committee, he/she may appeal the
decision to the Dean of the School of Pharmacy within five business days of the issuance
of the committee’s written response.
The Dean will review the case and makes a decision within 10 business days or receipt of
the appeal. The decision of the School Dean is final.
The SOP-B Dean’s Office keeps a confidential file of all complaints and responses.
This process is the sole mechanism within the School of Pharmacy for submission of
student complaints regarding ACPE standards.
Any student who wishes to file a complaint with ACPE for unresolved issues related to
ACPE Standards may visit the ACPE website http://www.acpe-accredit.org/ and follow
the student link to access the procedures for filing a complaint.
All written complaints, investigations, committee meeting minutes, reports, and
correspondence relating to the complaints will be retained in a confidential file and made
available to an ACPE site-visit team in accordance with ACPE Accreditation Standards.
III. Committees
School of Pharmacy Executive Committee
Charge: The responsibilities of the Pharmacy Executive Committee are to assist the Dean of the
School in the implementation and examination of the procedures, policies and activities and to
provide input for formulating future direction of the School.
Membership: The committee consists of the Dean of the School, the Senior Associate Dean, the
Associate Dean for Academic and Professional Affairs, the Associate Dean for Graduate Studies,
the Assistant Dean for Experiential Education, the Chair and Vice-Chair of Department of
Pharmacy Practice, and the Chair of Department of Pharmaceutical Sciences.
Chair: The Dean of the School serves as Chair of the Pharmacy Executive Committee and
provides the Annual Report at the last meeting of the academic year.
Dean’s Advisory Council
Purpose: The purpose of the Dean’s Advisory Council for the School of Pharmacy – Boston is
to assist and advise the Dean and the Executive Committee, as a broad spectrum of stakeholders,
in the development of policy, planning, administration and implementation of the academic
programs within the School.
45
This Council will provide input to assist the Dean and Executive Committee of the SOP-B in the
accomplishment of:
1. the goals and implementation of the School’s strategic plan;
2. the mission of the School as well as the missions of the two academic departments and
the Office of Experiential Education;
3. its vision for teaching, service and scholarship;
4. review and input on curricular development and assessment.
Membership:
1. The Council is composed of not less than ten, nor more than 15 members, who are
appointed by the Dean and serve two year terms.
2. Five of its members must be registered pharmacists with at least five years of practice
experience.
3. At least one member shall be a current student in good standing from a program within
the SOP-B with an” alternate”
4. At least one member shall be:
a. a “College Trustee”
b. a pharmacy member of the ”Alumni Association”
c. a patient or a consumer
d. an educator not teaching in pharmacy
e. a research scientist
f. a board of pharmacy member
5. Each Council member will be expected to attend at least two of the three meetings
scheduled yearly.
Pharmacy Academic Standing Committee
Charge: The responsibilities of the committee are to evaluate undergraduate students with
academic standing issues and make recommendation about their academic progress in
accordance with the Academic Standing Manual of the College. The committee may also
recommend progression standards for the undergraduate programs to the Pharmacy Executive
Committee for discussion at the departmental and the School meetings.
Membership: The committee consists of five voting members from departments of Pharmacy
Practice and Pharmaceutical Sciences. The Associate Dean for Academic and Professional
Affairs and the Director of Academic Support Services serve as ex-officio members of the
committee. Each faculty member serves a two-year term with a maximum of two consecutive
terms.
Chair: The Chair is elected by majority vote of the committee for two years. The Chair
provides the Annual Report at the last meeting of the academic year.
46
Accreditation/Self Study Committees 1 and 2
Charge: To prepare a Self Study Report for SOP-B to serve as a planning document for the
School, to assess the program’s success in attaining its objectives, and to support the reaccreditation process.
Membership: All faculty volunteers but representative of the 3 SOP-B Units (Pharmacy
Practice, Pharmaceutical Sciences, and Office of Experiential Education), plus student and
preceptor members.
Chair: The Senior Associate Dean of the School serves as Chair of the Accreditation/Self Study
Committee 1 and the Associate Dean for Professional and Academic Affairs serves as the Chair
of the Accreditation/Self Study Committee 2. The Chairs will provide the Annual Report at the
last meeting of the academic year.
Awards Committee
Charge: The responsibilities of the Award Committee are to oversee the process for selection of
student awards for the SOP-B Hooding and Awards Ceremony and to provide input for various
undergraduate restricted and endowed scholarships.
Membership: The committee consists of five faculty volunteers in the SOP-B
Chair: The Chair is elected by majority vote for two years. The Chair provides the Annual
Report at the last meeting of the academic year.
Assessment Committee
Charge: The responsibility of the committee is to develop and implement comprehensive
curricular outcomes assessment. The committee will share the data with the Pharmacy Executive
Committee, Curriculum Committee and faculty of School of Pharmacy.
Membership: The committee consists of seven faculty from the SOP-B. The appointment of the
faculty members is for two years. The Senior Associate Dean serves on the committee and the
Assistant Dean for Experiential Education serves as an officio.
Chair: The Senior Associate Dean serves as the Chair of the Committee and provides the
Annual Report at the last meeting of the academic year.
B.S. Program Committee
Charge: The responsibilities of the committee are to develop, assess and oversee the B.S. in
pharmaceutical sciences, pharmaceutical marketing and management, and
pharmacology/toxicology as independent and marketable undergraduate programs. Its decisions
are subject to the departmental and the School faculty approval. The curricular decisions of the
47
committee are subject to approval by the Pharmacy Curriculum Committee prior to the faculty
approval.
Membership: The Chair of the Department of Pharmaceutical Sciences appoints five faculty
members from the Department of Pharmaceutical Sciences to this committee. Each faculty
member serves a two-year term. One student representative of each of the respective B.S.
programs serves as a member of the Committee.
Chair: A program director serves as the Chair of the committee for two years and provides the
Annual Report at the last meeting of the academic year.
Pharmacy Curriculum Committee
Charge: The committee is charged with the development, assessment and implementation of the
curriculum according to the national curricular guidelines, competency statements and standards,
including inclusion and deletion of courses as deemed necessary. The committee, with oversight
of the Assessment Committee, will be responsible for the evaluation of all undergraduate
curricula of the School including entry-level Pharm.D., Post B.S. Pharm.D Pathway. and B.S.
degree programs offered by the Department of Pharmaceutical Sciences consistent. The
decisions of the Committee are subject to faculty approval at the departmental meetings prior to
submission for the School faculty approval.
Membership: The membership of the committee according to the School of Pharmacy
Curriculum Committee Bylaws is as follows: each faculty member and alternate serve a
maximum three-year term; the student member serves a two-year term, the first year as an
alternate, the second year as a voting member.
Department
Voting
Members
Alternate Maximum Term
(year)
Pharmacy Practice
3
1
3
Pharmaceutical Sciences
3
1
3
Arts & Sciences
1
1
3
Student Representative
1
1
2
Division of Library and Learning
Resources
1
1
3
Dean, SOP-B or designee
*ex-officio
N/A
*nonvoting member
Chair: The Chair is elected by majority vote of the Curriculum Committee for two years. The
term of the Chair should be two years, with the possibility of re-election for a maximum of two
consecutive terms. The Chair provides the Annual Report at the last meeting of the academic
year.
48
Equipment Committee
Charge: The responsibilities of the committee are to: 1) develop and maintain a listing of the
significant analytical / laboratory instrumentation owned by the SOP-B, 2) survey the faculty to
identify future needs for laboratory instrumentation for graduate student research, 3) prioritize
such requests and develop recommendations for purchase and timing of purchases over 3-5
years.
Membership: The committee consists of seven faculty from department of Pharmaceutical
Sciences (six from the SOP-B and one from SOP-W/M) and one faculty member from the
School of Arts and Sciences.
Chair: The Chair is elected by majority vote of the committee for two years. The Chair
provides the Annual Report at the last meeting of the academic year.
Pharmacy Faculty Mentoring Committee
Charge: The responsibilities of the committee are to develop and oversee a faculty mentoring
committee that supports the professional development of junior faculty in the SOP-B.
Membership: The committee consists of seven senior faculty from the School of Pharmacy (a
minimum of three must be full professors). The Dean appoints the members of the committee.
The appointment of the members is for a period of two years.
Chair: The Chair is elected by majority vote of the committee members for two years and
provides the Annual Report at the last meeting of the academic year.
Pharmacy Admission Committee
Charge: The role of the committee is to develop an assessment procedure and processes to
address and fulfill the ACPE guideline stated below regarding admissions policies, criteria, and
procedures.
Membership: The committee will include one representative from the College Admissions
Office and five faculty members who will be appointed by the Dean for two years.
Dean/Associate Dean serve as ex-officio members of the committee.
Chair: The Chair is elected by majority vote of the committee members for two years and
provides the Annual Report at the last meeting of the academic year.
Pharmacy Honors Program Committee
Charge: The role of the committee is to develop and implement an Honors Program that is an
enrichment of the Doctor of Pharmacy Curriculum that expands educational opportunities for
highly motivated and academically talented students.
Membership: The committee will be comprised of six faculty member volunteers as well as the
Department Chairs in the SOP-B as well as the Associate Dean for Professional and Academic
Affairs. The Assistant Dean for Experiential Education serves as ex-officio members of the
49
committee. A student representative from the PharmD program will serve as a member of the
committee.
Chair: The Chair/Co-Chairs is/are elected by majority vote of the committee members for two
years and provides the Annual Report at the last meeting of the academic year.
Post B.S. PharmD Academic Planning Committee
Charge: The role of the committee is to oversee the academic planning of the Post B.S. PharmD
Pathway and to explore innovative ways to offer the program including distance education.
Membership: The Program Director and faculty member working in the Post B.S. PharmD
Pathway will serve as members of the committee. The Dean will appoint four additional faculty
to the committee as well as one student in the program. The Associate Dean for Professional and
Academic Affairs serve as ex-officio members of the committee.
Chair: The Program Director of the Post B.S. PharmD Pathway serves as the Committee Chair
and provides the Annual Report at the last meeting of the academic year.
Residency/Fellowship Committee
Charge: The responsibilities of the committee are to oversee and guide the maintenance and
expansion of residency and fellowship programs funded and co-funded by the School of
Pharmacy-Boston.
Membership: The Dean appoints five faculty members from School of Pharmacy-Boston for a
two-year term. The Associate Dean of Professional Affairs and Chair of Department of
Pharmacy Practice serves as ex officio members of the committee. A resident or fellow
representative of one of the School’s co-sponsored postgraduate training programs will also
serve as a voting member of the committee. An adjunct faculty member who serves as a
preceptor for residency or fellowship programs will serve as a voting member of the committee.
Chair: The Dean appoints the Chair/Co-Chairs of the Committee. The Chair/Co-Chairs
provides the Annual Report at the last meeting of the academic year.
Strategic Planning Committee
Charge: The responsibilities of the committee are to oversee and guide the strategic planning
process in the School of Pharmacy-Boston.
Membership: The Dean appoints four faculty members from School of Pharmacy-Boston for a
two-year term. The Senior Associate Dean and Assistant Dean of Experiential Education serve as
ex officio members of the committee. A student representative and preceptor also serve as
members of the Committee.
Chair: The Dean appoints the Chair of the Committee. The Chair provides the Annual Report at
the last meeting of the academic year.
50
Student/Faculty Professionalism Task Force
Charge: Investigate ways of enhancing professionalism within the SOP-B. What is the current
level of professionalism and what needs improvement.
Membership: The Dean appoints five faculty members from SOP-B for a two-year term. Two
students serve as members of the committee. The Associate Dean serves as ex officio members of
the committees. Two students serve as members of the committee.
Chair: The Chair is elected by majority vote of the committee members for two years and
provides the Annual Report at the last meeting of the academic year.
Summer Undergraduate Research Fellowship (SURF) Program Committee
SURF Board Charge: The members of the SURF Board are charged with advising the program
coordinator regarding the operations of the program and with selecting the most qualified
students to receive fellowships from the pool of current applicants.
Composition of the SURF Board: The Chair of the SURF Board functions as the program
coordinator and is appointed by the Dean of the School of Pharmacy, Boston. The Chair
institutes program activities with Board input, oversees the day-to-day operations of the program,
and monitors the selection process for the awarding of fellowships. The Chair is a non-voting
member of the Board with regard to the selection of Fellows. The Board is composed of
representatives from each School of the College that participates in the SURF program, an
alumnus of the College who is interested in the program, and a student representative. The Dean
of the School of Pharmacy, Boston, serves as an ex officio member. School representatives serve
on the Board for a two-year term and are nominated by their respective Department Chairs
(School of Pharmacy) or Dean (School of Arts and Sciences). School representatives cannot act
as Mentors in the program during their term on the Board. The alumnus member is appointed by
the Chair in consultation with the Dean of the School of Pharmacy, Boston. This member is
appointed based on their interest in scholarship and in fostering the growth of the SURF
program.
The student member is selected by the Board from the current Fellows who received a Research
Excellence Award. The term of the student member is for one year.
Graduate Academic Standing Committee
Charge: The responsibilities of the committee are to oversee and guide the maintenance and
expansion of residency and fellowship programs funded and co-funded by the School of
Pharmacy-Boston.
Membership: The Dean appoints five faculty members from School of Pharmacy-Boston for a
two-year term. The Chair of Department of Pharmaceutical Sciences for the SOP-B and SOPW/M also serve as members of the committee. The Director of Academic Support Services is an
ex officio member of the committee.
Chair: The Chair is elected by majority vote for two years. The Chair provides the Annual
Report at the last meeting of the academic year.
51
Graduate Admissions Committee
Charge: The Committee conducts an annual review of the admission standards and policies
established by the Graduate Council. In collaboration with the Executive Director of Admissions,
the Committee reviews new admission applications and makes acceptance and denial
recommendations to the Assistant Dean for Graduate Studies who conveys the final admissions
decision in writing to individual students.
Membership: The committee is comprised of four members of the Graduate Faculty (one from
each discipline, one (1) member of the Graduate Council, and the Assistant Dean of Graduate
Studies (ex-officio). The Chair of the Graduate Council appoints up to three members annually,
as needed to maintain the above composition, to serve two-year terms, which are renewable for
one additional two-year term.
Graduate Curriculum Committee
Charge: The Committee reviews and approves or rejects new course proposals. The Committee
reviews new course, certificate, and program proposals and makes recommendations to the
Graduate Council. The Chair notifies the Chair of Graduate Council in writing of committee
recommendations decisions regarding new courses, and programs, and their curricula. The
Committee conducts periodic, qualitative reviews of graduate programs, and, when appropriate,
recommends discontinuation of existing programs to the Graduate Council.
Membership: The Graduate Curriculum Committee is comprised of four members of the
Graduate Faculty, one (1) member of the Graduate Council and the Assistant Dean of Graduate
Studies, ex-officio. The Chair of Graduate Council appoints two members in even years, and
three in odd years, to serve two-year terms, which are renewable for one additional two-year
term. The Committee meets at least once each academic term or as convened by the Chair for a
specific purpose. Meetings are convened and conducted by the Chair. Minutes are kept and
distributed to the Graduate Curriculum Committee and to the Graduate Council.
Graduate Council
Charge: The purpose of the Graduate Council, in collaboration with the Assistant Dean of
Graduate Studies, is to promote excellent in graduate programs. The Graduate Council will
perform the oversight functions of graduate program review and coordination, while the
academic Schools will be responsible for their budgetary support and administrative
management.
Membership: The Graduate Council is composed of the following voting members: one
graduate faculty member elected from each of the Chemistry, Pharmaceutics, and Pharmacology
Programs; two graduate faculty members elected at large from the graduate faculty; and an
elected representative of the Graduate Student Association. The Dean of the School of
Pharmacy, the Assistant Dean of Graduate Studies, and the Vice President for Academic
Affairs/Provost are members of the Graduate Council ex-officio. Each elected member will serve
a two year term.
Chair: The Chair is elected by the graduate faculty at the outset of the fall semester for a twoyear term. The Chair may serve no more than two consecutive terms.
52
Faculty Search Committees (Ad-hoc)
Pharmacy Practice Search Committee
Charge: To help identify potential applicants, review credentials and interview candidates for
faculty positions and make recommendations to the hiring manager as to the individual’s
suitability for the position.
Membership: The Chair of the Department of Pharmacy Practice appoints four members of
Pharmacy Practice and one member of Pharmaceutical Sciences to a one-year term. The
Department Chair serves as an ex-officio member on the committee.
Pharmaceutical Sciences Faculty Search Committee
Charge: To help identify potential applicants, review credentials and interview candidates for
faculty positions and make recommendations to the hiring manager as to the individual’s
suitability for the position.
Membership: The Chair of the Department of Pharmaceutical Sciences appoints four members
of Pharmaceutical Sciences and one member of Pharmacy Practice to a one-year term. The
Department Chair serves as an ex-officio member on the committee.
Chair: The Search Committee Chair is appointed by the Department Chair and is responsible for
coordinating the committee’s efforts.
53
Appendix 1
School of Pharmacy Assessment Plan
I. Background and Description
At the Massachusetts College of Pharmacy and Health Sciences School of Pharmacy-Boston, the
administration and faculty are committed to the highest academic standards. This is consistent
with the College’s mission, and this is the basis by which the faculty of the School plan, develop,
implement, and assess current and new degree programs.
Pharmacy curricular assessment at the School of Pharmacy-Boston focuses primarily on the
professional pharmacy curriculum (PY-1 to PY-4) and it involves a three-pronged approach that
includes 1) programmatic level evaluation; 2) student learning based on educational outcomes
during the professional phase of the curriculum; and 3) other components (faculty, experiential,
graduate alumni).
As a faculty, we acknowledge and base our programmatic assessments on the following core
principles:
1.
Assessment is a tool that will be utilized to assist the strategic planning process.
2.
Assessment is most effective when it reflects an understanding of learning as
multidimensional, integrated and revealed in performance over time.
3.
Assessment works best when the programs it seeks to improve have clear, explicitly
stated purposes.
4.
Assessment requires attention to outcomes but also and equally to the experiences
that lead to those outcomes.
5.
Assessment works best when it is ongoing not episodic.
6.
Assessment makes a difference when it begins with issues of use and illuminates
questions people really care about.
7.
Assessment is most likely to lead to improvement when it is part of a larger set of
conditions that promote change.
8.
Through assessment, educators meet responsibilities to students and to the public.
II. Assessment Plan Strategy and Goals
The goals of this Assessment Plan are to:
1. Improve student learning within the PharmD program.
2. Enhance student, faculty and employer satisfaction with the curriculum.
3. Evaluate curricular changes.
4. Determine completion of School’s Strategic Plan.
5. Assess matriculating pre-professional students for progression into the professional
years of the PharmD curriculum.
6. Track professional year students through their curriculum to identify both individual
and group issues.
The guidelines of the assessment plan include:
1. The purpose of assessment is improvement of educational programs.
54
2. Assessment will be a collaborative process involving faculty, staff, students, alumni
and administration.
3. Assessment will be guided by the College’s and the School’s Mission Statement.
4. The assessment process itself will be evaluated.
The strategy for development and implementation of the Assessment Plan consists of the
following separate components and phases:

Phase I
1.
Approval and implementation of the SOP-B Strategic Plan
2.
Development and approval of new SOP-B Assessment Plan
3.
Implementation Assessment Plan
4.
Establishment of key performance indicators and strategies for assessing these
performance indicators.
5.
Reevaluate our syllabi format to include course objectives and their relationship
to school outcomes statements and NABPLEX competencies
6.
Evaluate and reestablish our School outcomes statements.

Phase II
1.
Begin process of using data to manage change in SOP-B operations
2.
Implement the performance indicator measurement programs and begin
evaluating results.
Phase III
1. Based on the performance indicator results develop improvement plans –
2. Continuing the previously established assessment strategies and performance
indicator measurement programs.
3. Work with the Faculty development programs to help educate and train other faculty
members to the value or and utilization of course assessment strategies.

III. Plan Overview
The SOP-B Assessment Plan is discipline-specific and focuses on the professional Pharm.D
curriculum. Table 1 provides an overview of the assessment plan and includes the specific
assessment tools used along with a timeline of their use. For a detailed description of each
assessment tool see appendices.
55
Table I: Proposed Frequency of Assessment Activities
September
October
March-April
April
May
June
August
Every 3 years
Every 3 years
Periodic
Pharm.D. Students in the new curriculum enter the first professional
year (PY-1)
Demographics and standardized exam results (placement, WPE, OPE)
data collected for this entry and transfer class
Progression data from previous year is collected and analyzed
Construction of class survey instruments begins
Formation of class year focus group(s), topics chosen
Distribution of class surveys
Class meeting to discuss survey results and curriculum issues
Portfolio reviews
Exit interviews and surveys administered
Collection and analysis of assessment data for each year
Generation of yearly assessment report, assessment review
Distribution of alumni and employer surveys for graduates
Comprehensive review of Assessment Program
Town Meetings as needed
Table II: Proposed Assessment Activities by Curricular Year
ASSESSMENT
YEAR 1
YEAR
YEAR
YEAR 3
TOOL
YEAR 2
4
5
DEMOGRAPHICS
X
STD. EXAMS
TOEFL
MATH
X
X
X
POST
GRADUATE
X
X
OPE, WPE
NAPLEX
DIAGNOSTIC
EXAMS
PROGRESSION
X
YEAR
6
X
X
X
X
X
X
CLASS MEETING/
SURVEY
X
X
X
X
TOWN MEETING
As needed
for key
curriculum
issues
STUDENT
PORTFOLIOS
X
X
X
X
FOCUS GROUPS
X
X
X
X
EXIT INTERVIEW
X
ALUMNI
SURVEYS
EMPLOYER
SURVEYS
X
X
56
IV. Operational Structure and Processes
The Assessment Plan and processes are managed by a number of committees and departments:
Assessment Committee:
The assessment team will consist of 8 voting members, one alternate member and an ex-officio
Chair, and the voting members will maintain a five year rotating appointment. Members wishing
to continue in this position may be allowed to do so. Unlike other committees, the members of
this committee overtime will develop an expertise in the area of assessment. With this in mind,
the school will value these individuals’ added knowledge and skills and allow for the creation of
a core group of faculty with a specific expertise and passion for assessment.
The Assessment Committee is:
1. Charged by the SOP-Boston Curriculum Committee.
2. Composed of members from the Division of Pharmacy Practice and Division of
Pharmaceutical Sciences from the SOP-Boston, some of who may also share
membership on the SOP-B Curriculum Committee.
3. Establish and implement an assessment program for the Pharm. D. curriculum.
4. Perform ongoing assessment of the program.
5. Oversee collection, analysis and storage of assessment data.
6. Report and distribute assessment results to the SOP-B curriculum committee.
Curriculum Committee:
1. The MCPHS Pharm.D. assessment committee was formed as a subcommittee of
the MCPHS School of Pharmacy-Boston Curriculum Committee.
2.
Oversight of assessment plan development and implementation.
3.
Periodic review and evaluation of assessment plan data and outcomes.
4.
Implement curriculum revisions in the Pharm.D. program based upon data
obtained from the assessment process.
SOP-B Executive Committee:
Support faculty, staff and students in the assessment process.
Provide administrative support for ongoing assessment.
Provide leadership and guidance on the assessment process.
Utilize assessment data to effect positive change in the curriculum.
MCPHS Institutional Effectiveness Committee:
1. Provide input on development and implementation of the Pharm. D. assessment
program.
2. Participation in administration of assessment tools.
3. Embedded assessment in ongoing Pharm. D. courses.
4. Participation in focus groups, town meetings and class meetings.
57
5. Create and disseminate institution-level data.
Faculty:
1. Provide input on development and implementation of the Pharm. D. assessment
program.
2. Participation in administration of assessment tools.
3. Embedded assessment in ongoing Pharm. D. courses.
Staff:
1. Registrar – provide data on grades, progression, failure rates, withdrawals, transfers,
program completions, analysis of bulk data.
2. Admissions – provide demographic data on students, placement exam results, class
rankings, entrance GPA, and other indicators
Preceptors and Employers:
Provide their perceptions and impressions of the strengths, weaknesses and general
characteristics of students and/or graduates.
Data may be collected using surveys, interviews or focus groups.
Alumni:
Provide feedback on satisfaction with the curriculum, courses and programs as well as
overall
Provide data on performance on professional examination, career progression, continuing
education and life-long learning.
School of Arts & Sciences:
1. Administration of standardized exams such as math placement, writing proficiency,
oral proficiency. Ongoing assessment of general education outcomes.
Students:
2. Participation in class meetings, town meetings, focus groups, assessment surveys, etc.
3. Participation in development and implementation of assessment plan.
V. Assessment Activities, Components, and Measures
58
Table III: Assessment Plan Components, Measures, and Responsibilities
What is being assessed?
How is it measured?
Who Responsible?
Strategic Plan
Action steps achieved
Executive Committee
Strategic Planning
Degree Program
Policy & procedures changes
Executive Committee
Curriculum
Course
And Curricular Changes
Course Mapping
CAPE Outcomes
Assessment
Curriculum
Student Progression
Matriculating into 1st prof year
Pharmacy Admissions
OPE, WPE, math, interviews?
Assessment
Student demographics
Executive
Retention/attrition
Graduation rate
Student Progression Tracking System
Student Learning
Course level assessments
Portfolios
Self-directed learning instrument
Skill-based assessment
NABPLEX Diagnostic Exam
Instructors
Preceptors
OEE
Executive Committee
Student satisfaction
Survey
Focus groups
Class (town) meetings
Assessment
Dean’s Office
Experiential Education
and Preceptors
Site evaluation (by OEE)
OEE
Portfolio & learning contract review
Rotation-specific grading of student
Preceptor evaluation
Student evaluation of site
Student preparedness
Faculty (full-time) evaluation of site
Professionalism and accountability
Graduates
Exit survey/interview
NABPLEX scores
Alumni survey
Assessment
Alumni Services
Employers
Survey (graduate preparedness)
Assessment
Faculty Activities
Faculty Manual
Executive Committee
59
IGP/AAR
Course evaluations
Peer & supervisor evaluations
Faculty surveys
Assessment
VI. Description of Assessment Tools Used
1. Student Demographics and Standardized Exam Results
Data collection: annually
Data collection methods: admissions and registrar records, institutional records, testing agency
reports
Data collected:
a. Student age, gender, ethnicity.
b. Class standing, high school or transfer GPA.
c. Writing proficiency exam
d. Oral proficiency exam
3. Math placement exam
4. TOEFL scores
5. Review sessions and exams
Uses of these data:
a. To evaluate the strengths and weaknesses of the applicants.
b. Association of graduate characteristics with success and failure on these examinations.
c. To assess proficiency of writing, oral communication and medical terminology.
d. To assess prominent learning styles of a particular class and to possibly tailor
presentation styles of professional classes toward that area of student strength.
5. To assess the outcome of students who fail a standardized exam such failures will be
tracked and eventual passing of the exam and/or completion of required coursework
related to the exam content would be documented.
6. To determine whether any of the above measures correlate with ultimate success in the
program, i.e. graduation, licensure.
2. Performance on Professional (licensure) Examinations
Data collection: annually or twice annually
Data collection methods: results from licensure/certification agencies (NAPLEX, MPJE)
Data collected:
a. Passing rate and average score of those taking the examinations
b. National results and those from other comparable institutions
c. Scores on individual exam components
d. Number of tries needed to pass
Uses of these data:
a. Overall ability of graduates
60
b. Areas of strength and weakness in the graduates may indicate potential areas for
improvement in the curriculum
c. Association of selected graduate characteristics with success and failure on these
examinations.
d. Exam results may serve as a benchmark for comparison with other schools of
Pharmacy
3. Progression, Retention and Graduation Rates: Student Tracking System
Data collection: each semester and some ongoing
Data collection methods: institutional records
Data collected:
a. GPA for each year (overall and professional)
b. Percent of students progressing into the next year
c. Percent failing specific professional courses
d. Average time to complete program
e. Graduation rates
f. Percent withdrawing from Pharm.D. program or changing programs
g. Comparison of student grades in prerequisite courses to requisite courses and preprofessional to professional courses.
Uses of these data:
a. Association of student characteristics with progression, retention and graduation
rates.
4. Course and Curricular Assessment
Data collection: annually or more often as needed
Data collection methods: faculty records of graded quizzes, examinations,
collected laboratory assignments, graded homework’s, assignments and case
studies, completed preceptor evaluation forms.
Examples of data collected:
a. Course evaluations
b. Quizzes, examinations
c. Laboratory exercises/projects/calculations
d. Written homework assignments
e. Oral presentations
f. Case studies
g. Preceptor evaluations
h. Small group exercises
Uses of these data:
a. To assess student skills, competencies and knowledge in specific areas of professional
practice. For a detailed listing of Professional Practice-Based Outcomes see Appendix
A).
61
5. Student Portfolios
Students may create a portfolio with specific elements that catalogs their progression through the
program and documents their abilities, skills, knowledge and attitudes. The portfolio will be
reviewed at scheduled periods throughout the program by advisors and preceptors.
Data collection: annually
Samples of materials that may be included in the portfolio:
a. Philosophy of practice.
b. College mission statement
c. Academic transcripts
d. Letters of reference
e. Preceptor evaluations
f. Outcome statements
g. Extra-curricular activities
h. Service learning experiences
i. Volunteer activities
j. Case studies
k. Presentations, videos
l. Self assessment
m. Sample practice plans
n. Certificates of merit/achievement
o. Capstone projects, lab assignments, etc.
p. Checklist of required contents
q. Portfolio reviewer sheets
r. Demographic data
s. Standardized exam results
t. IPEP/PPP evaluations
u. Overall rank, rank in key courses
Uses of the data:
a. Assessment of student abilities and progression in various areas of professional
practice
b. Student self-reflection
c. Employment
6. Exit Interviews
One-on-one interview of a graduating student with a “trained” staff, faculty or alumnus.
Interviewer follows a relatively consistent set of questions for each interview. A survey might
also be administered.
Data collection: annually during Board Review for graduates as well as for students who leave
the program early or transfer out.
62
Data collected:
a. Student responses
b. Specific quotes
c. Survey results
Uses of the data: to assess
a. Student satisfaction with the curriculum, courses and program.
b. Overall program or curriculum design
c. Assessment plan activities
7. Class Meetings and Surveys
Meetings with an entire class from each specific professional year to discuss predetermined
issues related to the curriculum as well as any that might arise at the meeting. Surveys may be
issued to students prior to these class meetings to assess specific curriculum issues. Meetings
may be facilitated by an academic administrator, or a faculty member involved with the
assessment process and should be run with participation of a class advisor or leader.
Data collection: annually
Data collection methods: meeting minutes, votes on specific items, consensus statements, survey
results.
Topics for discussion and survey might include:
a. Suggestions for areas of improvement in the curriculum
b. Informal assessment of a course sequence
c. Usefulness of prerequisites
d. Student self-assessment of abilities with respect to educational outcome statements
e. Scheduling
f. Electives
g. Introduction to clerkships
h. Introduction to residencies and fellowships
Uses of the data:
a. To obtain feedback on specific areas of the Pharm. D. curriculum that may be used
for curriculum enhancement and improvement.
b. To allow students to self-assess their abilities in specific areas of professional
education. These self-assessments may be used by students and faculty to gauge areas
of perceived strength and weakness within the student population of a particular year
and to subsequently address these areas of concern within the curriculum.
8. Focus Groups
A moderator or facilitator guides a group of (usually 5-10) individuals with similar backgrounds
in the discussion of a predetermined set of questions and issues related to specific areas of the
curriculum. May be used for groups of faculty, students, alumni, or health care professionals.
One possible set of focus groups might be comprised of faculty from each discipline within the
63
Pharm. D. program (i.e. pharmaceutics, chemistry, therapeutics, social and administrative
sciences and law) who meet regularly to discuss issues pertinent to each of the disciplines. A
second possible focus group might be comprised of faculty teaching in a specific year of the
curriculum. Topics for discussion might include course prerequisites, integration of course
materials, case study design, scheduling, course coordination, and implementation of specific
assessment tools.
Data Collection: annually
Data to be collected: meeting summaries and transcripts, specific quotes, consensus statements.
Uses of the data:
a. To address specific issues within the curriculum.
b. To assess specific disciplines within the curriculum with the goal of enhancing
curriculum delivery and integration
9. Town Meetings
Affords an opportunity for Pharm.D. students, faculty and staff to be involved in the curriculum
assessment process. The town meeting may be used to discuss issues related to the curriculum
such as curriculum revisions, new courses, new requirements, etc. It may also be used by
students to bring issues of concern regarding the Pharm.D. program to the faculty and
administration for discussion and in this respect may be a means of facilitating open
communication between the various constituencies.
Data collection: as needed
Data collection methods: consensus statements, surveys, meeting transcripts and summaries,
specific quotes, etc.
Uses of the data:
a. To incorporate student ideas and opinions into the curriculum development and
modification process.
b. To identify specific concerns within the curriculum and their possible solutions.
10. Experiential education
11. Alumni Surveys
Mailed surveys to be administered by alumni office. Surveys will be sent to MCPHS graduates
of the Pharm. D. program. In addition to questions designed to assess the MCPHS Pharm.D.
curriculum, the survey will also address post-graduation placement, career progressions, and lifelong learning. Open-ended questions may be included but are difficult to scale and analyze.
Data collection: 1, 3 and 5 years post graduation.
Data Collected:
a. Survey responses
b. Alumni comments and suggestions
64
Uses of the data: to assess
a. Satisfaction with the curriculum, courses and programs
b. Whether the curriculum adequately prepared graduates for success in professional
practice.
c. Performance on professional examinations, graduate or professional schools
d. Placement after graduation
e. Career progression
f. Life-long learning
12. Employer Surveys
Mailed surveys to be administered by the alumni office. Surveys will be sent to clinical,
industrial or retail sites that employ a significant number of MCPHS Pharm.D. graduates.
Data collection: 1 and 3 years post graduation
Data collected:
Survey results
Employer comments
Uses of the data:
To assess how well the MCPHS Pharm. D. curriculum prepared graduates for
professional practice
To obtain employer feedback on program design and content with the goal of improving
or enhancing the curriculum
VII. Resources
RESOURCES NEEDED FOR ONGOING ASSESSMENT
School of Pharmacy-Boston Assessment Committee
School of Pharmacy-Boston Curriculum Committee
Institutional Effectiveness Committee
Administrative/Clerical support
Hardware (computer, printers, file cabinets, etc.)
Software (word processing, spreadsheet, statistical
Awards, grants, recognition for those who provide substantial contributions to the
College’s assessment activities.
SELF-ASSESSMENT OF ASSESSMENT PROGRAM
The assessment program itself will be periodically reviewed by the SOP-B
Curriculum Committee in conjunction with the SOP-B Curriculum Assessment
Committee and with the input from faculty, staff and students. The selfassessment process may focus on a number of important questions such as:
65
Are the data from each basic assessment category being collected in a
purposeful and systematic manner?
Are the data used in making decisions about the curriculum?
Are all important goals being assessed?
Are most faculty and administrators knowledgeable of their data and their
implications?
VIII. References
66
Appendix 1A
CURRICULAR MAPPING OF CAPE OUTCOMES (MCPHS SOP-B 2009)
Course Number:
________________
Course Title:
____________________________________________________________
Course Instructor/Coordinator:
_________________________________________________
Semester:
_____ Fall _____ Spring
PharmD Class Year:
_____ One _____ Two _____ Three _____ Four
PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
I.
Provide Pharmaceutical Care
A. Gather and organize information in order to identify ongoing or potential
drug-related problems and the root cause of the problems.
1. Collect accurate and comprehensive drug information from appropriate
sources.
2. Collect accurate and comprehensive information to be used in monitoring
therapeutic outcomes.
3. Identify the patient’s primary complaint(s) and reason(s) for seeking
medical care.
4. Perform selected aspects of physical assessment.
5. Identify appropriate information in profiles or medical records that will
affect drug dose and schedule.
B. Plan and perform ongoing patient evaluation to identify additional drugrelated problems and implement changes in the pharmaceutical care plan.
1. Assess patient therapeutic self-management.
a. Review patient profiles or medication administration records to
determine the adequacy of patient therapeutic self-management.
b. Employ clinical assessment skills to determine the adequacy of
patient therapeutic self-management.
c. Interview the patient/caregiver to help determine the adequacy of
patient therapeutic self-management.
2. Optimize patient therapeutic self-management.
a. Develop a plan to influence patients to effectively manage their
therapy and reinforce appropriate behaviors.
67
Your
Rating
PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
b.
Communicate an analysis of patient therapeutic self-management
problems to the patient’s physician or other relevant health care
providers.
c. Communicate alternative dosage strategies to the prescriber to help
resolve specific patient therapeutic self-management problems.
3. Monitor the safety and efficacy of therapeutic plans.
a. Employ clinical assessment skills in order to evaluate therapeutic
effectiveness or potential drug-related problems in the patient.
b. Communicate evidence of efficacy or potential for drug-related
problems to the patient and/or caregiver and prescriber.
c. Communicate alternative therapeutic strategies to the prescriber to
correct or prevent drug-related problems.
d. Recommend revisions of therapeutic plans based upon changes in
patient status.
C. Interpret and evaluate pharmaceutical data and related information needed to
prevent or resolve medication related problems or to respond to information
requests.
1. Interpret statistical data.
2. Assess physical and chemical data.
3. Evaluate laboratory test results and pharmacokinetics data.
4. Evaluate information obtained from the patient’s history and physical
assessment.
5. Evaluate research studies.
6. Evaluate the acceptability of prescription order transmission and
legitimacy of source.
7. Determine the validity of the patient-prescriber relationship.
8. Clarify, add, and/or correct prescription order information when
necessary.
9. Make reasonable assumptions and/or draw reasonable conclusions when
data are incomplete.
10. Identify and collect all information necessary to select appropriate
medical goods and devices for the patient.
a. Research the literature related to medical goods and devices in order
to select or recommend the most appropriate device for an
individual patient.
b. Compile and update literature for ready reference in the provision of
patient care.
c. Obtain patient information relevant to the selection of a particular
device.
D. Collaborate with physicians, other health care professionals, patients, and/or
their caregivers to formulate a pharmaceutical care plan.
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PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
Communicate pertinent information from the patient's medical record.
Recommend appropriate drug therapy.
Make referrals to other health care agencies or professionals where indicated.
Select appropriate medical goods and devices for the patient.
a. Assess the patient’s medical and/or pharmaceutical needs.
b. Assess the ability of the patient or caregiver to cope with or employ
the necessary medical goods or devices.
c. Determine which of the available items in the market place meets the
patient’s or caregiver’s needs.
Integrate basic knowledge as needed to design, implement, and evaluate
patient-specific pharmacotherapeutic regimens to prevent or resolve
medication-related problems or to respond to information requests.
a. Apply knowledge of the pathophysiology of a specific disease to
prevent medication-related problems.
b. Apply pharmacologic approaches to the management of specific
diseases.
c. Relate therapeutic principles to medication-related problems
experienced by patients.
d. Relate psychosocial aspects of illness and health to the management
of therapy-related problems.
e. Apply preventive strategies and epidemiological research to manage
public health problems.
f. Apply basic principles of nutrition to the management of patient
health.
g. Relate the major components of the American health care system
and their relationship to the delivery of pharmaceutical care.
h. Relate the chemical, biochemical, and pharmacological mechanisms
of drug action to the identification and resolution of medicationrelated problems.
i. Relate the chemical and/or biochemical structure of drugs to their
therapeutic action.
Determine the appropriate drug delivery system for the patient based upon
individual patient needs and characteristics.
a. Evaluate patient characteristics that may influence the choice of a
drug delivery system.
b. Select a drug delivery system that will provide optimal therapeutic
benefit to individual patients.
c. Evaluate the suitability of an extemporaneously compounded
prescription formulation for the administration of a desired drug.
Select an appropriate container for the drug product or determine if original
packaging is safe and appropriate for the product and consumer.
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PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
a.
Evaluate the suitability of a container for a given drug product based
upon the chemical and physical properties of the drug.
b. Recognize any special packaging required for a given dosage form
including any additional apparatus necessary for its administration.
c. Determine if the product is packaged in compliance with legal
requirements and bears no signs of tampering.
d. Recognize patient characteristics that require alteration of product
packaging.
e. Assess the appropriateness of product packaging for a particular
patient.
Recommend medication doses and dosage schedules based upon relevant
patient factors, such as pharmacodynamic, physiologic, and
pharmacokinetic parameters.
a.
Integrate patient and drug information with drug dosing methods to
calculate appropriate dosage adjustments.
b. Explain dosage recommendations and associated rationale to other
health care team members.
E.
Implement the pharmaceutical care plan.
1. Accurately prepare prescriptions.
a. Correctly count, measure, and/or mix preformulated products.
b. Correctly label the finished prescription.
2. Accurately compound individual or bulk medications.
a. Use correct gravimetric and volumetric measuring procedures to
obtain the desired quantity of any formulation component.
b. Use good compounding practices in the extemporaneous production
of a patient-specific drug delivery system.
c. Identify physical and chemical incompatibilities among components
of a given formulation.
d. Recommend appropriate alternatives to avoid physical and chemical
incompatibilities among components of a given formulation.
3. Apply guidelines and standards of practice for preparation, storage, inprocess quality control, and administration of sterile dosage forms and
enteral nutrition products in various pharmacy practice settings.
a. Use aseptic technique and/or sterilization methods that are
appropriate for the pharmaceutical product based on established risk
levels.
b. Use aseptic technique to prepare sterile pharmaceutical dosage
forms.
c. Perform proper quality control procedures.
d. Evaluate the physical and chemical stability of a given formulation.
e.
Maintain appropriate documentation.
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PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
4.
Provide counseling to patients and/or caregivers relative to proper
therapeutic self-management.
a. Use appropriate sources of patient education information to review
indications, adverse effects, dosage, storage, and administration
techniques.
b. Use effective written, visual, verbal, and nonverbal communication
skills when providing medication self-management counseling to
patients and/or caregivers.
c. Demonstrate proper administration technique for a given drug
delivery system.
d. Explain any action that should be taken in the event of a missed
dose.
e. Advise patients on how to avoid potential interactions with other
therapies.
f. Explain signs and symptoms associated with the common and/or
severe adverse reactions to a therapy.
g. Explain the significance and frequency of adverse drug reactions
and interactions associated with a given therapy.
h. Encourage patients/caregivers to contact the pharmacist for further
information or advice regarding therapy.
5. Provide counseling relative to the proper use of medical goods and
devices.
a.
Identify manual, audiovisual, and/or computerized sources of
patient education information on medical devices and goods
appropriate to the specific patient's or caregiver's needs.
b. Demonstrate the proper use of the medical goods and devices to
help ensure that the patient or caregiver can effectively implement
the use of the medical goods and devices.
c. Ensure that equipment specific requirements for maintenance,
testing, etc., are effectively communicated to the patient or
caregiver.
F.
Document pharmaceutical care activity in the patient's medical record to
facilitate communication
and collaboration among providers.
1. Develop and maintain a comprehensive database of information relative
to each patient.
a. Record all patient information accurately, legibly, and succinctly.
b. Observe legal and ethical guidelines for protecting the
confidentiality of patient information.
c.
Consolidate and organize information that is already in the
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PROFESSIONAL PRACTICE-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
patient's medical record to facilitate its review.
2. Record information related to the provision of pharmaceutical care to
individual patients.
a.
Record the patient care plan.
b.
Record decisions about appropriate drug therapy.
c.
Record actions taken to achieve desired therapeutic outcomes.
d. Document the effectiveness of the drug therapy.
G. Display the attitudes, habits, and values required to render pharmaceutical
care.
1. Provide pharmaceutical care ethically and compassionately.
a. Give the well being of the patient highest consideration in provision
of pharmaceutical care.
b. Exhibit empathy and a caring attitude when dealing with patients.
c. Facilitate the resolution of ethical dilemmas in the provision of
optimal pharmaceutical care.
d.
Respect the dignity and autonomy of individual patients.
2. Provide pharmaceutical care in a professional manner.
a.
Dress and speak in ways that convey a professional image.
b.
Maintain personal self-control and professional decorum.
Your
Rating
Manage the Practice
A.
Manage Pharmacy Operations
Establish a mission statement with component goals and actions.
Develop a strategic plan to achieve the identified goals.
Develop management plans that take into account advances in technology to
enhance the delivery of care to patients and future patient care needs.
a. Apply management principles.
b. Predict future patient care needs & professional service
opportunities.
Evaluate the achievements of a practice in relation to the established mission,
fiscal resources, and customer needs.
Continually review the operational functioning of the pharmacy and
recommend strategic changes to improve the quality of care provided.
Resolve ethical dilemmas that develop in management of the pharmacy
practice setting.
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B.
1.
2.
3.
4.
5.
6.
Manage Medication Distribution and Control Systems
Evaluate vendor quality.
Ascertain product availability and time required to obtain product from
vendor.
b.
Ascertain dependability of the vendor.
c. Select the most cost-effective source of a given product.
d. Determine if a reasonable length of expiration time remains when
products arrive from the vendor.
e. Determine if proper storage and shipment procedures have been
followed by the vendor.
Select high quality drug products for patients.
Apply relevant regulations to product selection from among multisource drug products.
Use appropriate references for the evaluation of drug product quality.
Perform simple testing procedures to evaluate physical and chemical
stability.
d. Communicate an evaluation of drug product quality to the patient
and/or other health care professionals.
e.
Identify alternative actions if product quality is compromised.
Recognize valid in vitro dissolution and in vivo bioavailability studies.
a. Evaluate the validity of experimental designs, analytical methods,
and statistical analyses used in bioavailability studies.
b. Evaluate in vitro dissolution and in vivo data obtained from relative
and absolute bioavailability studies.
Select drug products on the basis of bioequivalence and therapeutic
equivalence.
a.
Evaluate the validity of relevant bioequivalence studies.
b.
Evaluate in vivo/in vitro correlations where appropriate.
c.
Assess bioequivalence and therapeutic equivalence
recommendations embodied in
institutional, state and federal formularies, & documents.
Determine the reliability of the manufacturer.
a.
Evaluate the quality control record of manufacturers.
b. Consider other factors that are indicative of a manufacturer's
attention to quality and address their potential impact on the
manufacturer's ability to replicate the product and ensure reliability.
Use pharmacoeconomic data in the selection of drug delivery form,
amount, and brand vs. generic of a drug product.
a. Evaluate pricing information, including relevant pricing structures
for products under consideration.
b. Evaluate characteristics of the product(s) under consideration that
may impact cost and/or therapeutic outcome.
c.
Determine the availability of pharmaceutical alternatives.
Determine the availability of generic counterparts to brand name
products.
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7. Determine and maintain optimal inventory mix/level.
a. Apply purchasing and inventory control principles.
8. Maintain records of products received and removed from inventory.
Monitor compliance with policies and procedures for inventory management.
C.
D.
E.
F.
Design, select, implement, and/or manage drug distribution systems for
various practice settings.
a. Develop appropriate position descriptions for a given drug
distribution system.
b. Develop and use policies and procedures that provide for quality
assurance/control to improve the efficiency and effectiveness of a
given drug distribution system.
Perform drug control, storage, and security functions in drug distribution.
a. Determine which drugs require special storage conditions and insure
that these drugs are properly stored.
b. Properly dispose of/return those drug products that have expired
and/or exceeded their reasonable shelf life.
Comply with federal, state, and local laws and related regulations that affect
the practice of pharmacy.
13.
Apply principles of civil law to the practice of pharmacy.
Recognize professional practice situations that may give rise to liability
under civil law.
b. Predict the likelihood of liability that may arise from errors of
omission or commission in professional practice situations
involving civil law.
Manage Human Resources
1. Maintain a staff of persons capable of fulfilling the practice mission.
a. Apply principles of personnel management to recruit hire, train,
develop, supervise, motivate, retain, and evaluate support staff.
Manage Facilities and Equipment
1. Specify, acquire, maintain, and update facilities and equipment required
to fulfill the practice mission.
a. Identify deficiencies in facilities design and equipment at an
existing practice site.
b. Apply relevant regulations and guidelines during the design of
facilities to fulfill a specific practice mission.
c. Develop/specify information system needs and implement an
information management system that meets legal, business,
archival, and patient care needs.
Manage Fiscal Resources
1. Develop a business plan (budgets, pricing, contract development, and
yearly reports) that assures financial success of the practice.
a. Apply principles of fiscal management.
Manage Change in Response to Professional Evolution
1. Identify actual and potential personnel, technological, financial, or
regulatory changes that may impact the practice of pharmacy.
2. Formulate and evaluate strategies to adapt to change.
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III.
Your
Rating
Manage Medication Use Systems
A. Participate in the pharmaceutical care system's process for reporting and
managing medication errors and adverse drug reactions.
1. Identify and report medication errors and adverse drug reactions to
appropriate individuals and organizations.
2. Manage the incidence of medication errors and adverse drug reactions.
a. Evaluate information obtained from adverse drug reaction and
medication error reporting systems to identify preventable causes.
b. Recommend actions to minimize the occurrence of adverse drug
reactions and medication errors.
B. Participate in the pharmaceutical care system's process for conducting drug
use evaluations.
1. Develop appropriate criteria and outcome indicators.
a.
Identify appropriate drugs for review.
b. Identify appropriate criteria or indicators developed by regulatory
agencies.
c. Adapt and/or modify existing criteria for use in a given situation.
d. Develop criteria and/or indicators based on analysis of the literature.
2. Conduct drug use evaluations.
a.
Collect data for a drug utilization review.
b.
Apply criteria to collected drug utilization review data.
c.
Implement corrective actions to improve drug use.
C. Participate in the development, implementation, evaluation, and modification
of a formulary system.
1. Develop standards for drug product inclusion in the formulary.
a. Compile and evaluate relevant scientific literature and drug use data
across patients and prescribers within the system.
b.
Develop therapeutic interchange guidelines.
2. Implement and manage the formulary system.
a. Compile and evaluate data necessary to review therapeutic and/or
generic classes of drugs and new products for formulary
consideration.
Monitor prescriber and pharmacist compliance with formulary
standards.
Implement corrective action if variances from the formulary standards
occur.
Communicate with managers and caregivers regarding formulary
decisions.
D. Apply principles of outcomes research and quality assessment methods to the
evaluation of pharmaceutical care.
Use appropriate structure, process, and outcome measures to evaluate the
quality of pharmaceutical care.
Apply elements of continuous quality improvement to pharmaceutical care.
75
Apply appropriate drug use management methods to evaluate the quality of
pharmaceutical care.
Use appropriate critical pathways, clinical practice guidelines, and disease
management protocols in the delivery of pharmaceutical care.
Document quality assurance activities according to the specifications of
relevant accrediting and regulatory bodies.
Use report cards in assessing the quality of health care.
Apply principles of pharmacoeconomics in making pharmaceutical care
decisions.
Apply principles of humanistic outcomes in determining impact of
pharmaceutical care services on patient=s quality of life.
IV.
Your
Rating
Promote Public Health
A. Provide emergency care on a limited basis.
1. Provide emergency first aid treatment and cardiopulmonary resuscitation
(CPR).
a. Identify and evaluate common emergencies including those
requiring CPR.
b. Determine urgency of the situation and necessity to summon
emergency medical service personnel.
c. Apply appropriate emergency care in relationship to available
personnel, equipment, and facilities.
d. Advise patients on the need for further medical evaluation.
e. Describe legal and ethical implications of intervention in emergency
situations.
2. Provide patients with access to poison control and treatment information.
a. Apply effective communication techniques when responding to
requests for information on poisoning and drug overdose.
b. Consult appropriate resources for identification of the symptoms,
signs, and management of a specific poisoning or drug overdose.
c. Provide recommendations for management and/or refer patients for
further medical evaluation.
d. Assist individuals in obtaining emergency transportation to a
medical facility.
e. Describe legal and ethical implications of intervention in
poisoning/drug overdose situations.
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B.
V.
Promote public awareness of health and disease.
1. Provide disease prevention/detection programs to the public.
a. Assess the needs of the target population relative to disease
prevention/detection.
b. Select and implement an appropriate strategy to prevent (e.g.,
immunizations) or detect (e.g., blood cholesterol screening) disease
in the target population.
c. Provide recommendations for follow-up and/or refer patients for
further medical evaluation.
d.
Evaluate the impact of the program on the target population.
Provide Drug Information and Education
A. Provide pharmaceutical information to health professionals and the general
public.
1. Determine the nature and specific aspects of the request.
a.
Obtain appropriate background information.
b.
Establish the urgency of the response.
2. Use sources of information available and applicable to the specific
question.
a. Recognize the type of content that is available in general (tertiary),
secondary, and primary information sources.
b. Apply knowledge of the content of general (tertiary), secondary and
primary information sources.
c. Use abstracting and indexing services to access necessary
information.
d.
Use computerized programs for monitoring and identifying
adverse reactions, drug interactions, etc.
e.
Consult personal and organizational sources of information.
3. Respond to information requests.
a.
Evaluate information obtained from available sources.
b.
Provide information applicable to the question/case.
c. Use appropriate written and verbal communication techniques to
respond to information requests.
d.
Document responses to information requests.
B. Design, develop, and present educational materials tailored to the needs and
educational background of a given audience.
1. Identify the educational needs and background of the intended audience.
2. Choose appropriate media to communicate effectively.
3. Choose health education strategies that are appropriate to the type of
health care education program.
4. Use health education strategies effectively.
5. Demonstrate effective oral and written communication tailored to the
individual needs of the audience and type of setting.
77
Your
Rating
6.
Evaluate the impact of an educational program on the
behaviors/performance of program participants.
GENERAL ABILITY-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
I.
THINKING
Think critically, solve complex problems, and make informed, rational,
responsible decisions within scientific, social, cultural, legal, clinical, and
ethical contexts.
A. Identify, retrieve, understand, analyze, synthesize, and evaluate information
needed to make informed, rational, ethical decisions.
1. Systematically gather and generate relevant information using a variety
of methods and research tools.
2. Analyze information within interdisciplinary frameworks.
a. Identify organizing principles and the logic of arguments.
b. Identify and test assumptions, biases, and prejudices implicit in
arguments.
c. Employ sophisticated mathematical and statistical tools and
electronic technology to analyze information.
d. Assess accuracy, soundness, fairness, significance, relevance,
completeness, and persuasiveness of information, arguments, and
information sources.
3. Synthesize information in order to draw conclusions, hypothesize,
conjecture alternatives, or decide a course of action.
4. Evaluate conclusions and solutions according to appropriate criteria, and
revise as necessary.
5. Provide support for arguments, solutions, and results.
B. Solve complex problems that require an integration of one’s ideas and values
within a context of scientific, social, cultural, legal, clinical, and ethical
issues.
1. Interpret problems within appropriate contexts.
2. Prioritize problems based on identifiable criteria and standards.
3. Apply systematic and intuitive problem-solving strategies.
4. Articulate and implement a defensible solution.
5. Apply appropriate criteria to monitor solution outcomes.
6. Implement solution modifications based on monitoring data.
C. Display habits, attitudes, and values associated with mature critical
thinking.
1.
2.
Evaluate personal assumptions, biases, prejudices, and opinions.
Display an openness to new ideas, a tolerance for ambiguity, and
incompleteness.
78
Your
Rating
GENERAL ABILITY-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
3.
4.
Display inquisitiveness and commitment to the pursuit of truth.
Adopt multiple perspectives in personal thinking to avoid ethnocentricity and intolerance.
II.
COMMUNICATION
Communicate clearly, accurately, and persuasively with various audiences
using a variety of methods and media.
A.
Read and listen effectively.
Recognize the major ideas of written, spoken, audio-visual, and electronic
communications.
Understand the conventions, organizing principles, and structures of written,
spoken, audio-visual, and electronic communications.
Interpret ideas and feelings in discursive and aesthetic modes of
communication.
B. Effectively communicate in speaking and writing, choosing strategies and
media that are appropriate to the purpose of the interaction and to the ideas,
values, and background of the audience.
1. Speak and write clearly, using logical patterns of organization.
2. Communicate persuasively by establishing trustworthiness,
incorporating appropriate use of emotion, and providing sufficient
logical arguments and evidence.
3. Adapt topics, content, style, tone, and arguments to the beliefs, attitudes,
values, and backgrounds of the audience.
4. Use mechanics and standard conventions appropriate to the medium
when speaking, writing, or using electronic communications, unless the
purpose of the interaction or audience considerations indicates
otherwise.
5. Communicate effectively through a variety of media and strategies.
III.
VALUING AND ETHICAL DECISION MAKING
Make rational, ethical decisions regarding complex personal, societal, and
professional situations within a context of personal and professional values.
A. Interpret decision making within a context of personal and professional
values.
1. Recognize the influence of personal values in personal and professional
settings.
2. Identify and test one’s personal values.
3. Respect the values of others within decision making.
4. Integrate personal and professional values into decision making.
B.
Make and defend rational, ethical decisions.
1. Resolve ethical dilemmas through a systematic decision-making process
based on clearly articulated ethical theories and principles.
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Your
Rating
GENERAL ABILITY-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
2. Resolve ethical issues through an analysis of the ethical principles.
3. Evaluate the ethical accountability of actions, intentions, and outcomes.
IV.
SOCIAL AND CONTEXTUAL AWARENESS
Demonstrate the ability to place health care and professional issues within
appropriate historical, cultural, social, economic, scientific, political, and
philosophical frameworks, and demonstrate sensitivity and tolerance within
a culturally diverse society.
A. Interpret the context of health care and professional issues in the context of
historical, cultural, social, economic, scientific, political, and philosophical
frameworks of thinking.
B. Demonstrate sensitivity and tolerance within multicultural interactions and
settings.
V.
SOCIAL RESPONSIBILITY
Demonstrate an appreciation of the obligation to participate in efforts to help
individuals and to improve society and the health care system.
A. Demonstrate personal growth through volunteer activities in the community.
B. Demonstrate leadership abilities in community activities that involve health
and human service initiatives focused on individuals or groups.
C. Advocate improved professional approaches to meet the pharmacy-related
needs of society and individual patients.
D.
Promulgate a philosophy of care within health care settings.
VI.
SOCIAL INTERACTION
Function effectively in interactions with individuals, within group situations,
and within professional organizations and systems.
A.
Evaluate different types of interpersonal behaviors and their roles in
effective social interactions.
B.
Demonstrate interaction behaviors that are appropriate for a particular
interpersonal situation.
C.
Evaluate the process and outcomes of interpersonal interactions and
modify as appropriate.
VII. SELF-LEARNING ABILITIES
Self-assess learning needs and design, implement, and evaluate strategies to
promote intellectual growth and continued professional competence.
A.
Determine areas of deficiency and/or interest.
1. Identify personal learning style and preferences.
2. Identify strengths and weaknesses within personal approach to learning.
3. Regularly self-assess learning needs for ongoing personal and
professional growth.
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Your
Rating
GENERAL ABILITY-BASED OUTCOMES
Please use this rating scale: 2 = major emphasis, 1 = minor emphasis, 0 = not
covered in the course
B. Engage in learning activities on an ongoing basis for personal or professional
development based on self-determined areas of deficiency and/or interest.
1. Formulate strategies and learning goals to address identified needs for
ongoing personal and professional growth.
2. Engage in instructional activities to achieve desired learning goals.
3. Evaluate the efficacy of completed instructional activities for the
achievement of desired learning goals.
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Your
Rating
Appendix 2
Student and Faculty Awards
Student Awards
 Eli Lily Achievement Award
 Reference book
 Superior scholastic performance
 Professionalism-ethical

Facts & Comparisons Excellence In Clinical Communication Award
 Awarded to student who demonstrates superior verbal and writing clinical
communication skills
 Top 25% of class

Cardinal Health Award
 Leadership
 Academics

Massachusetts Health Award
 Leadership and academics as member as MPhA

Merck and Company Award
 Scholastic achievement in pharmacy studies

Mylan Excellence in Pharmacy Award
 Superior proficiency in the provision of drug information services
 High professional motivations and intent to enter into practice
 Top 25% of class

NACDS
 Academic achievement

Natural Medicines Comprehensive Database Recognition Award
 Student has to exhibit interest in the use of natural medicines

Natural Standard
 Exhibit interest in use of natural medicines

Novo Nordisk Pharmacists Focused on Diabetes Award
 Awarded to students with an interest in working with patients and diabetes

Pharmacist Mutual Book Award
 Awarded to student who deserves special recognition

Teva Pharmaceuticals USA Award
 Awarded to student who excels in the study of pharmacy
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
US Public Health Service Excellence Award
 Awarded to student who participates in public health service

Student Achievement Award
 Nominated by faculty
 In good academic standing
Displays an extraordinary degree of professionalism or community spirit


Doctor of Pharmacy Academic Achievement Award
 Awarded to student with the highest professional GPA

Alumni Association Academic Achievement Award
 Outstanding student leadership

School of Pharmacy Research Scholar Award
 Awarded to student who exhibits an interest and aptitude for research while on
campus

Student War Memorial Scholarship
 Awarded to 6th year student for outstanding academic record
Faculty Awards

Pharmacy Teacher of the Year
 Selected from the faculty who teach professional courses in the BS & PharmD
programs

Preceptor of the Year
 To recognize the mentoring efforts of pharmacists in their endeavor to foster to
promote the profession
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Appendix 3
Boyer Scholarship Definitions
Scholarship of discovery/research: When faculty use their professional expertise to discover
knowledge, invent or create original material. Using this definition, basic research, applied
research, as well as the creation of innovative computer software, plays or artwork, would be
considered the scholarship of discovery.
Scholarship of teaching and learning: When faculty use their professional expertise to transmit
knowledge to students in teaching and learning contexts (scholarly teaching), study their
teaching practice, and engage in activities that contribute to pedagogical thinking in and across
their fields. Using this definition, a faculty member who studies student learning outcomes to
develop strategies to increase the content knowledge, skills, and attitudes students take away
from a course and then shares their findings with other faculty in an effort to improve pedagogy,
has engaged in the scholarship of teaching.
Scholarship of integration: When faculty use their professional expertise to make connections,
integrate, and synthesize knowledge into interdisciplinary contexts, including interpreting work
for nonacademic audiences. Using this definition, a faculty member who takes a new landmark
research finding and writes about what it means for their discipline, other disciplines, and nonspecialists would be engaging in the scholarship of integration.
Scholarship of application/professional service: When faculty use their professional expertise to
work in partnership with communities to solve problems of public interest. Using this definition,
faculty members who work with schools, other non-profits or governmental agencies to shape
public policy, create an architectural design, or develop a program evaluation engage in the
scholarship of application.
Table 1 Boyer Model of Scholarship
Scholarship
Purpose
Measures of Performance
Discovery
Build new knowledge through • Publishing in peer-reviewed forums.
traditional research.
• Producing and/or performing creative
work within established field.
• Creating infrastructure for future
studies.
Teaching
Study teaching models and
• Advancing learning theory through
practices to achieve optimal
classroom research.
learning.
• Developing and testing instructional
materials
• Mentoring graduate students.
• Designing and implementing a
program level assessment system.
Integration
Interpret the use of knowledge • Preparing a comprehensive literature
across disciplines.
review
• Writing a textbook for use in multiple
disciplines.
• Collaborating with colleagues to
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design and deliver a core course.
Application
Aid society and professions in
addressing problems.
• Serving industry or government as an
external consultant.
• Assuming leadership roles in
professional organizations.
• Advising student leaders, thereby
fostering their professional growth.
From Marta Nibert, “Boyer’s Model of Scholarship,” accessed at:
http://www.webs1.uidaho.edu/mkyte/ui_strategic_plan_implementation/resources/Boyer%20mo
dule%20Pacific%20Crest%20recd%209.4.06.pdf
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Appendix 4
Family Educational Rights and Privacy Act (FERPA)
Annual Notification of Student Rights under FERPA
The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended affords students
certain rights with respect to their own education records. These rights include:
1. The right to inspect and review student education records within 45 days of the day the
College receives a request for access. Students should submit to the Office of the
Registrar written requests that identify the record(s) they wish to inspect. The Registrar will
make arrangements for access within 45 days from the date of such request, and will notify the
students of the time and place where the records may be inspected. The College reserves the
right to deny a copy of a student education record (including, without limitation, a transcript) for
which a financial “hold” exists (a hold is imposed if the student fails to pay bills, fees or fines
owed to the College). A hold will not interfere with the right to visually examine student
education records. Questions about the College’s policies and practices relating to the Act should
be addressed to the Office of the Registrar.
2. The right to request amendment of student education records that students believe are
inaccurate or misleading. Students should write the College Registrar, clearly identify the part
of the records they want changed, and specify why the records are inaccurate or misleading. If
the College decides not to amend the records as requested, it will notify the students of the
decision and advise the students of their right to a hearing. Additional information regarding the
hearing procedures will be provided to the students when they are notified of the right to a
hearing.
3. The right to consent to disclosures of personally identifiable information contained in
student education records, except to the extent that FERPA authorizes disclosure without
consent. One exception which permits disclosure without consent is disclosure to appropriate
parties in connection with a health or safety emergency. Another exception which permits
disclosure without consent is disclosure to school officials with legitimate educational interests.
A school official is a person employed by the College in an administrative, supervisory,
academic or research, or support staff position (including law enforcement unit personnel and
health staff); a person or company with whom the College has contracted (such as an attorney,
auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on
an official committee, such as a disciplinary or grievance committee, or assisting another school
official in performing his or her tasks. A school official has a legitimate educational interest if
the official needs to review a student education record in order to fulfill his or her professional
responsibility. Upon request, the College may disclose student education records without consent
to officials of another school in which a student seeks or intends to enroll if the disclosure is for
purposes related to the student’s enrollment or transfer. Education records may be compelled and
disclosed without consent by, or notice to, the student pursuant to a valid subpoena issued under
the USA Patriot Act. Finally, personally identifiable “directory information” may be released
freely unless the student files the appropriate form requesting that such information not be
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released. This form is available at the Office of the Registrar. Directory information includes the
following:
• Name;
• Gender;
• Local address and telephone number;
• Permanent address and telephone number;
• College e-mail address;
• Major and minor field(s) of study, including the division or program in which a student is
enrolled;
• Classification as a freshman, sophomore, junior, senior or graduate, or by number referring to
such classes;
• Course load, e.g., full-time or part-time;
• Participation in officially recognized activities;
• Dates of attendance and graduation, and degrees received;
• Most recent previous educational institution attended;
• Honors and awards received, including selection to a Dean’s list or honorary organization; and
• Student ID numbers (but only if coupled with another identifier to access education records).
4. The right to file a complaint with the U.S. Department of Education concerning alleged
failures by the College to comply with the requirements of FERPA. The name and address of
the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
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Appendix 5
HIPAA Student Agreement
I have read and acknowledge the understanding of the School of Pharmacy-Boston
policies and procedures regarding the use and discloser of PHI.
I have received and completed training through the School of Pharmacy-Boston.
I agree not to use or disclose PHI (whether written, oral or in electronic form) both during
and after employment with the Massachusetts College of Pharmacy and Health Sciences.
I understand the process by which to report any misuse of PHI. I also understand in doing
so that there will be no retaliation towards myself or anyone else involved in such
reporting.
I understand any unauthorized use or disclosure of PHI will result in disciplinary action up
to and including dismissal.
I understand that all obligations to protect PHI survive my educational experience or the
end of any association with The College.
I have received previous HIPAA Training:
If Yes, where:
_____YES
_____NO
____________________________________________________________
_____________________________________________________________
____________________________
Print Name
___________________
ID #
___________________________
Signature
_________________
Date
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Appendix 6
Laboratory Safety Issues
Policies and Procedures
Each instructor and all students must wear protective eyewear (goggles), a white lab coat and
closed-toed shoes in the laboratory to protect them from hazardous materials. Slippers are not
allowed. Each instructor will review the laboratory safety regulations. Signed Safety Awareness
Agreement forms will be collected in each class and returned the Instructor of Record who will
keep them on file.
The following must be considered when determining safety regulations:
1. The Instructor should be able to explain and practice safe laboratory procedures consistent
with the activities and exercises associated with their respective assignments.
2. The Instructor should be familiar with the proper use of all equipment (autoclave, balances,
spectrophotometers, pH meters, etc.) used in the laboratory.
3. The Instructor should be instructed in the proper methods for handling:
a. biological and chemical spills
b. broken glassware
c. human blood and other body fluids
d. biological and/or chemical waste
4. Instructors, in labs using microorganisms, should be instructed in the methods for:
a. aseptic transfer of microbes
b. prevention of aerosols
c. proper hand washing
d. disinfecting lab benches prior to and at the conclusion of each lab session
e. autoclaving and other sterilization procedures
f. identification of the Biosafety level of each organism in the laboratory
5. Students should never be allowed to:
a. eat or drink or use tobacco products (including chewing tobacco) in the laboratory
b. apply cosmetics
c. handle contact lenses
d. place objects (fingers pencils, etc.) in the mouth
6. The Instructor is responsible for:
a. reporting all spills or injuries immediately to the Safety Director (call X2900)
b. signing the appropriate accident reports
7. The Instructor should be sure all students know the:
a. importance of wearing protective equipment (goggles, lab coats, gloves)
b. correct methods for using appropriate pipetting devices
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c. location and proper use of Material Safety Data Sheets (MSDS) and of emergency
equipment (eye wash stations, fire extinguishers, chemical safety showers, telephones and
emergency numbers)
d. proper steps in the event of an emergency
Pregnancy and Work Guidelines
Massachusetts College of Pharmacy and Health Sciences is committed to providing employees and
students with a safe and healthy environment for work and study. The College recognizes that for those
who are pregnant or breast-feeding, precautions in addition to normal safe work procedures and practices
may be required.
Pregnant laboratory personnel should discuss the work they perform and the hazardous materials
they handle with their personal physicians to determine what, if any, work restrictions are needed.
Employees are encouraged to inform their supervisor, as soon as possible, when they become
pregnant so that an assessment and appropriate modifications can be made to the work situation to
minimize risks to the pregnancy.
General Laboratory Safety Regulations
ALWAYS
 Keep laboratory doors closed and locked when not in use.
 Know two ways out of the building and the location of the nearest fire extinguisher.
 Know the location of the nearest emergency eyewash station.
 Wear the appropriate personal protective equipment: lab coat, closed-toe shoes, safety glasses,
gloves.
 In case of a chemical spill, evacuate the lab and call the Safety Director, Mr. John Tummino
(2861)
 Consult the Material Safety Data Sheet (MSDS) before working with an unfamiliar chemical.
Mr. Tummino, the Safety Director, can supply this information to you.
 Keep flammable liquids stored in a flammable storage cabinet, NOT UNDER A HOOD.
 Use an appropriate container for the disposal of syringes and broken glass.
 Use the appropriate container for glass disposal (“broken glass disposal box”).
 Inspect equipment before using it and report all defective equipment and unsafe conditions to the
Instructor.
 Label chemical waste with chemical name, solution concentration, date generated, and your
name.
 Keep compressed gas cylinders secured.
NEVER
 Work in the lab alone.
 Consume food or drink in the lab.
 Store chemicals under a hood.
 Block access to the electrical panels.
 Use equipment with spliced or frayed wires.
 Block aisles or exits with equipment or storage.
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Persons to consult for further information:
Your laboratory instructor
Environmental Health and Safety Director: John Tummino (617-732-2861)
Director of Public Safety: (617-732-2143)
Web page for safety issues: http://hazard.com/msds/
Medical Emergencies
If a medical emergency takes place in the laboratory, the Instructor of Record, Faculty Associate
or Instructor must call MCPHS Security (X2900) to report the injury. The student will be
transported to an area hospital, if necessary. The Instructor must stay in the laboratory with the
remaining students. An Accident Report form must be completed and signed by the Instructor,
Faculty Associate, the Instructor of Record, and the Department Chair of Pharmaceutical
Sciences, and forwarded to the Dean of the School of Pharmacy-Boston. The Accident Report
form may be obtained from John Tummino.
As a precautionary measure, never touch blood (wet or dry) without using latex gloves. Do not
administer any medication
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Appendix 7
SAFETY AWARENESS AGREEMENT
Pharmaceutics Laboratory
Massachusetts College of Pharmacy and Health Sciences
By signing this I hereby certify that I have read and understand the safety guidelines in the
laboratory portion of this syllabus. I understand that it is required that I abide by the safety
guidelines in this laboratory. I will keep a copy of this laboratory syllabus in my possession as
long as I am enrolled in this laboratory. I acknowledge that I have been instructed as to the
proper procedures and safety regulations in this laboratory.
I will notify the laboratory instructor of any accident as soon as possible. I understand that any
failure to follow the safety rules may result in my immediate dismissal from the laboratory.
________________________________ _____________________
Student's signature
Date
________________________________ _________________
Laboratory Instructor’s signature
Date
Pharmaceutics Laboratory (M1005)
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