- Introduces you to the foundational pharmaceutical sciences, which are the building blocks of pharmacy
- Gives you the solid foundation you’ll need to start working with patients and health-care professionals
- Early experiences in the real-world practice of pharmacy followed by reflection and discussion
- Hands-on pharmacy innovation and problem solving
- Small-group and large-classroom experiences to further learning, professional development, and career-path exploration
- Begins the summer after the first year.
- Numerous advanced patient-care and elective rotations
- Opportunities for you to mature your approach to pharmacy practice and to define your career path
Change Is Here
Health care is evolving rapidly. Pharmacists must grow and change with it. A successful practitioner will be able to do the following:
- Participate as an integral member of the health-care team
- Evaluate and create new opportunities to improve patient care and care delivery
- Act responsibly, ethically, and professionally at all times
- Shape policy and lead change in the profession and in health care
It’s impossible for us to teach you everything you’ll ever need to know. And we embrace that fact.
What we will do is ensure that you develop a deep understanding of the foundations of the pharmaceutical sciences, pharmacy practice, and patient care.
And we’ll do much more.
The Much More
Our curriculum maximizes interaction between student and professor. Our faculty will inspire you and foster in you a collection of skills and habits of mind that will set you apart as a scholarly and inquisitive practitioner who will learn throughout your lifetime.
Ultimately, it’s this combination of inspiration and education that will transform you into an exemplary pharmacy practitioner and an innovative leader who recognizes the health-care needs of patients and leads change to improve patient care.
A Distinctive Approach
Our curriculum is engaging, relevant, and contemporary. You will study foundational science intensely for one year. You will learn in the context of mentored direct patient care beginning immediately after year one and continue to be immersed in pharmacy practice for up to seventeen months. You will also dedicate time to developing skills necessary for inquiry, problem solving, and innovation.
In class, your professors will challenge you to think critically and to solve problems by actively applying important concepts. This in-class active learning is possible because you’ll have already gained the knowledge you need through self-directed learning outside the classroom.
You will be immersed in patient care early and continually in your education as a member of an interdisciplinary health-care team. You will pursue scientific inquiry and learn to create innovative solutions to real-world health-care problems.
During your first year, you will focus on the foundations of pharmacy and pharmaceutical sciences through an active-learning approach that centers on you.
Our goal is to expose you to the underlying fundamentals and give you the chance to apply what you are learning, to solve complex problems, to think deeply and critically, and to develop the skills necessary to be a self-directed, lifelong learner.
A Fast Start with Familiar Favorites
We won’t ask you to spend months revisiting prerequisite course work you’ve already completed. Instead you start with our unique Pharmacy Bridging Course that involves five modules in the first month:
- Organic chemistry
- Applied mathematics
During the Pharmacy Bridging Course, you review the basic subject matter while exploring its connection and application to pharmacy-specific problems.
Foundations of Pharmacy
Next up are eight courses exploring the following subjects that provide the foundational knowledge for patient care:
- On Becoming a Pharmacist (fall)
- Pathophysiology of Human Disease (fall)
- Molecular Foundations of Drug Action (fall)
- Evidence-Based Practice (fall)
- Pharmaceutics and Drug Delivery Systems (spring)
- Pharmacokinetics (spring)
- Clinical Pharmacology (spring)
- S. Health-Care System (spring)
These courses have been newly designed and built from the ground up with you in mind. Rather than focusing on discipline-specific minutia, we’ll be working to reinforce the notion that there’s a patient at the end of every lesson. By engaging in deep learning, you’ll work alongside our world-class faculty to prepare for patient-care experiences.
You’ll be ready for the challenges of the active classroom thanks to online modules and pre-class readings that deliver the information you need to you outside of class.
The factual content of the courses is thoughtfully packaged and available to you for self-directed learning outside of class. Class time is devoted to faculty-student interactions and higher forms of thinking and problem solving.
Foundations of Patient Care
A ninth course prepares you for early patient care in a real-world setting by emphasizing connections among content areas and giving you the foundational knowledge and skills needed to begin caring for patients.
In parallel with the major courses noted above, you’ll be engaged in a set of courses that allow you to practice and develop proficient skills in pharmacy. These courses include self-guided online modules in Pharmaceutical Calculations and Medical Terminology, as well as a laboratory course in Pharmaceutical Compounding. In addition, you will earn an Immunization Certificate that will allow you to immunize patients as early as your third month on campus.
An Introduction to Pharmacy Innovation and Problem Solving
Finally, we will orient you to an integrated series of courses designed to foster inquiry and innovation. This series will continue in the third semester (year two) with hands-on experiences and small-group problem solving built around real-world problems in pharmacy and health care.
PHCY 500 – Pharmacy Bridging Course (3.5 hours)
This course comprises five modules in the core science and math subjects: organic chemistry, biochemistry, physiology, applied math and biostatistics. The course supplements knowledge from students’ prepharmacy coursework and frames the material in the context of pharmacy and health-care applications.
PHCY 501 – On Becoming a Pharmacist (2.0 hours)
The course orients students to the vision, guiding principles and outcomes of the PharmD program, to the core competencies integral to student success and to pharmacy career opportunities and the real-world importance of the core competencies. Students explore how the principles of professionalism, leadership and innovation can transform pharmacy.
PHCY 502 – Pathophysiology of Human Disease (3.5 hours)
The course transitions from human physiology to a clinical understanding of select high-priority human disease states. The course explores processes whereby disease states develop and progress and associated changes in tissues and organs. Contemporary biomedical science is integrated to establish a knowledge base for clinical pharmacology and pharmacotherapeutic approaches.
PHCY 503 – Molecular Foundations of Drug Action (3.5 hours)
The course explores the fundamental mechanisms of drug action emphasizing the modulation of interactions between endogenous ligands and targets. Key target types include nucleic acids, enzymes, kinases, GPCRs, nuclear receptors, transporter proteins and ligand-gated ion channels. Key concepts include enzyme action, regulation, inhibition and signal transduction.
PHCY 504 – Evidence-Based Practice (3.0 hours)
The course teaches students to identify, critically evaluate and interpret scientific literature to support the conscientious, explicit and judicious use of current best evidence in making decisions about the care of individual patients. Skills developed include experimental design, identifying gaps in knowledge, asking relevant questions and drawing appropriate conclusions.
PHCY 505 – Medical Terminology 1 (0.5 hour)
The course provides foundational knowledge of the medical terminology used in contemporary pharmacy practice that allows health-care practitioners to communicate with one another and with patients. Students build a vocabulary that will enable them to clearly communicate medical information in their future practices.
PHCY 507 – Pharmaceutical Calculations 1 (1.0 hour)
The course develops skills in pharmaceutical calculations and problem solving necessary in contemporary pharmacy practice. Students work step-by-step through real-world pharmaceutical and clinical calculations and gain greater understanding of the fundamental principles and basic techniques involved in the application of calculations needed for successful pharmacy practice.
PHCY 509 – Immunization Certificate Training Program (0.5 hour)
The course is based on the APhA Pharmacy-Based Immunization Delivery Certificate Training Program. The practice-based curriculum combines science and clinical pharmacy to educate students about professional opportunities for vaccine advocacy and administration. The health-care team approach fosters implementation of interventions that promote disease prevention and public health.
PHCY 506 – Medical Terminology 2 (0.5 hour)
Prerequisite, PHCY 505. The second course in a two-semester sequence. Foundational knowledge of the medical terminology used in contemporary pharmacy practice that allows health care practitioners to clearly communicate medical information with one another and with patients.
PHCY 508 – Pharmaceutical Calculations 2 (1.0 hour)
Prerequisite, PHCY 507. The second course in a two-semester sequence. Foundational concepts and skills in pharmaceutical calculations and problem-solving necessary for contemporary pharmacy practice. Focus on fundamental principles and basic techniques involved in the application of calculations.
PHCY 510 – Foundations of Clinical Pharmacology (3.5 hours)
Foundational knowledge of organ system pharmacology and the impact a drug’s absorption, distribution, metabolism, and excretion (ADME) properties on its pharmacology. Systematic approach to solving common drug regimen problems by consideration of disease clinical features, acute and chronic effects of drug action on disease pathophysiology, and underlying clinical pharmacology issues.
PHCY 511 – Foundations of Pharmacokinetics (3.5 hours)
Primary biological processes that govern the fate of a drug after its administration, mathematical models of those processes, mechanisms by which disease, genetics, diet, and other medications influence those processes. Focus on concepts and appropriate use of quantitative tools to develop individualized drug dosage regimens and determine pharmacokinetic parameters.
PHCY 512 – Pharmaceutics & Drug Delivery Systems (3.5 hours)
Physicochemical principles and manufacturing methods of small-molecule and biological drugs. Development of delivery systems to achieve successful pharmacological or immunological outcome. Foundational knowledge to enable rational decision-making about drug therapy based on the principles of drug delivery systems.
PHCY 513 – Pharmaceutical Compounding (2.0 hours)
Introduction to the science and practice of compounding in the United States. Role of pharmacy compounding in community and hospital pharmacy settings, interrelationships between the physical and chemical aspects of compounding, acceptable techniques of preparing individual prescriptions, and regulations and standards governing this practice.
PHCY 516 – Foundations of Patient Care (2.0 hours)
Foundational knowledge and skills in the principles and practice of pharmacy, emphasizing a consistent approach to a systematic patient care process for delivering patient-centered, team-based healthcare. Application of this process of care to seven common disease states.
PHCY 520 – Introduction to Pharmacy Innovation & Problem Solving (1.0 hour)
The first in a series of courses designed to foster the habits of mind of scholarly and entrepreneurial practitioners. Introduction to real-world problems faced by pharmacists, and to a problem-solving process for addressing and potentially solving these problems. Orientation to problem domains wherein pharmacists and pharmaceutical scientists contribute.
To Learn, One Must Do.
There is a fundamental body of information you must learn, but you don’t have to learn all of it in the classroom. Deeper learning occurs when you retain information for a long time and when you can apply that information to new situations. The deepest learning is most likely to result from the things that you do. To take advantage of this, we are moving some classroom instruction out into the real world, where you spend a great deal of time involved in caring for patients and learning to function in complex systems as a member of an interdisciplinary health-care team.
Early Patient Care
You will begin working with patients immediately after your first year. When you learn something new, we want you to be as close to the application of that knowledge as possible.
Throughout the second and third years, you will have a total of six months of patient-care activities alternating with School-based courses and activities.
We plan to complement your experiences with self-directed online learning tools addressing contemporary therapeutics. A key advantage of this approach is that you’ll be learning things in the classroom just in time to apply them in the real world.
Alternating with your patient-care immersion experiences, you will spend blocks of time back on campus. During these School-based blocks, you will engage in problem-based learning in pharmacotherapeutic decision-making that integrates advanced clinical pharmacology and pharmacokinetics. We also set aside time for you to study emerging topics and take elective courses.
Beginning in the third semester, you will participate in a project designed to foster inquiry, critical thinking and innovation. This experience focuses on real-world problems and shows you that there is a common process for identifying and framing problems so that you can develop effective solutions.
Our goal is to train your mind to naturally seek solutions to problems you encounter in order to address society’s needs through innovation. This positions you to be a curious and creative professional, change agent and leader. These “habits of mind” and problem-solving abilities will define you as an inquisitive and scholarly practitioner ready to take on the challenges of a rapidly changing health-care world.
Think About It
Learning by doing is an incomplete proposition. What really enables you to learn is reflection. In other words, you have to do and then think about what you did.
Setting aside time to talk about what you’ve seen, done, and learned with professors, preceptors and peers is a crucial step in the learning process.
Our immersive, experiential learning opportunities are complemented by mentored reflection on patient-care and health-system experiences. In addition to reflection, your time back on campus provides opportunities for other faculty-mentored activities, including the following:
- Integration and connection of foundational and pharmacotherapy knowledge to patient care
- Exposure to advanced concepts, emerging topics, and leadership and professional development
- Elective course work
- Individualized career-path exploration
Pharmacy Practice and Patient Care
During the fourth year of the curriculum, you leave the classroom behind and immerse yourself in advanced patient care. This is your opportunity to mature in your approach to pharmacy practice and gain a variety of experiences to help you bring your intended career path into focus.
Under the guidance of a preceptor, you will find yourself serving as an integral member of many interdisciplinary teams, recommending strategies to optimize drug therapy to improve clinical outcomes and educating patients and their families about the optimal use of medications. In addition, you will gain a greater appreciation for the health-care ecosystem and the importance of building a well-coordinated and highly collaborative approach to improving health and health-care delivery. You will learn to master the use of a wide array of health information resources, to assume responsibility for medication optimization, to think critically and innovatively as you approach real-world problem solving and to uphold the highest standards of ethical decision-making and professionalism. You will likely have opportunities to work with and learn from pharmacy residents, as well as engage in the teaching and development of second- and third-year pharmacy students.
During this year, you are primarily engaged in pharmacy practice experiences beginning in the summer for a minimum duration of nine months. You will be assigned to a region of the state to complete the majority of your experiences. Pharmacy faculty based at these locations will personally guide and mentor you in your final year. You will practice in community pharmacies, health systems, outpatient primary care settings and within inpatient clinical and specialty teams applying your knowledge and skills to improve patient care and health-care delivery. In addition, opportunities exist for rotations in other areas, such as global engagement, the pharmaceutical industry, academia and governmen, with nearly one-third of your fourth-year experiences structured as elective opportunities to develop your interests and prepare you for your pharmacy career.
“A Renaissance in Pharmacy Education at the University of North Carolina at Chapel Hill”
North Carolina Medical Journal, January/February 2014
“The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School”
Academic Medicine, February 2014
“Transforming a Large-Class Lecture Course to a Smaller-Group Interactive Course”
American Journal of Pharmacy Education, November 2010
Why Change Is Needed
Institute of Medicine of the National Academies, 2007″Transforming Health Care: A Safety Imperative”
Quality and Safety in Health Care, December 2009
Calls for Change
“Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010”
Academic Medicine, February 2010
“Preparing Medical Students for the Continual Improvement of Health and Health Care: Abraham Flexner and the New ‘Public Interest’”
Academic Medicine, September 2010
The Employer Perspective
“It Takes More than a Major: Employer Priorities for College Learning and Student Success” (PDF)
Association of American Colleges and Universities, April 2013