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Pharmacy and Pharmaceutical Sciences Current Student Resources

Change is coming to CPPS

In fall 2019, the College of Pharmacy and Pharmaceutical Sciences will implement three major changes designed to better support the student pharmacist’s experience in the Pharm.D.

The information here is intended to communicate the details of these changes. Any questions or comments about these initiatives are welcome at the Office of Student Services.

Changes to academic advising

Student pharmacists are required to meet with a professional academic advisor once a year, during the spring semester (PY1-PY3) / any time during the regular academic year (PY4 only). (Faculty still serve as mentors and resources for students on an informal basis, but required advising takes place with Academic and Student Success advisors from the office of Pharmacy Student Service.)

Students are required to complete pre-work, including co-curricular tracking forms, continuous professional development plan updates, and CV maintenance, in advance of the annual advising meeting.

Procedure for meeting the Advising Requirement by Year (PY1-3) (PY4)

PY1-PY3

  • Appointments for spring advising are made during the Student Success and Professional Development courses (required for the class of 2023 and after) in fall of each didactic year
  • Prior to advising each student will complete a co-curricular tracking form, distributed electronically at the beginning of the spring semester, and upload an updated CV and CPD plan that includes all recent professional development and co-curricular activities in E-value. These documents will be reviewed during advising to ensure that the co-curricular requirements have been met. At minimum student must show engagement with the assigned co-curricular activities for the student’s current academic year
  • Advising appointments will consist of review and discussion of pre-work, academic and non-academic resources, and general problem-solving. Pre-work will be evaluated against a rubric made available to students in advance; pre-work that fails to meet competency will trigger targeted remediation requirements
  • Students who fail to satisfy the annual advising requirement will not have the advising milestone cleared from their record and therefore will be unable to graduate

PY4

  • Students make appointments via email to their assigned Academic and Student Success Advisor (contact information can be found in the myWSU Student Center under “Program Advisor”)
  • Prior to advising each student will complete a co-curricular tracking form, distributed electronically at the beginning of the academic year, and upload an updated CV and CPD plan that includes all recent professional development and co-curricular activities in E-value. These documents will be reviewed during advising to ensure that the co-curricular requirements have been met. At minimum student must show engagement with the assigned co-curricular activities for the student’s current academic year
  • PY4 students who are unable to come to their home campus for advising may meet with their advisor electronically (e.g. Zoom, Skype)
  • Advising appointments will consist of review and discussion of pre-work, academic and non-academic resources, and general problem-solving. Pre-work will be evaluated against a rubric made available to students in advance; pre-work that fails to meet competency will trigger targeted remediation requirements
  • Students who fail to satisfy the annual advising requirement will not have the advising milestone cleared from their record and therefore will be unable to graduate

Changes to co-curricular expectations

Student pharmacists are expected to engage in a specific number of high-quality co-curricular activities, and to reflect on these experiences as part of mandatory academic advising during each spring semester.

Definitions and examples of acceptable activities

  • Public Health Education, Community Service, or Patient care and Advocacy*
  • Professional Development
  • Leadership and Innovation

*Patient care focused

For each curricular domain, a definition of the domain, examples of accepted activities and the associated student learning outcomes are provided below.

Public Health Education, Community Service, or Patient care and Advocacy
Within this domain, student pharmacists present health and wellness information, participate in community service that is directly related to support public wellness using strategies that respect individual patient needs, including culture and educational level.  These activities may include assessing, advising and monitoring individual patient’s health or monitoring disease progression.  Students advocate for patients by suggesting appropriate therapy as appropriate with other members of or aspects within the health care system.  (Associated Student Learning Outcomes: 3B, 3C, 3D, 3E, 3F, 4A, 4C, 4D)

Example activities include:

  • Students interacting directly with members of the community to positively impact wellness by providing health information or related service.
    • Suicide prevention poster presentation
    • OTC Medication safety
    • Stroke prevention
    • Smoking prevention
    • Providing care for underserved patients in the community
    • Work as an intern (paid or volunteer)
  • Providing direct patient care through education and screening.
    • Disease risk assessment (hypertension, diabetes, osteoporosis, HIV, cholesterol)
    • Disease prevention (vaccination outreaches)
    • Brown Bag events

Professional Development
Student pharmacists identify career interests and passions in addition to developing personal and professional strengths through interactions with pharmacists and other health care providers.  Through this domain, students should engage in activities that focus on exploration of the profession or personal professional development. (Associated Student Learning Outcomes: 3D, 3E, 3F, 4A, 4B, 4C, 4D)

Example activities include:

  • Career Seminar Series presentation attendance
  • Active participation and engagement in professional student organizations (membership alone is insufficient)
  • Career Fair attendance
  • Local, regional and national meeting attendance
  • Attendance at seminars focused on community health topics, professional development or personal enrichment.
  • Interaction with a professional mentor
  • Participation in the honors program
  • Live CE programing
  • Counseling competition
  • Clinical skills competition
  • Compounding competition
  • Running for a leadership position locally, regionally or nationally
  • Legislative day participation

Leadership and Innovation
Student pharmacists engage in activities that allow for the expansion of leadership skills by working collaboratively with others to innovatively address problems, accomplish common goals, or engage in research and scholarship. Students must show that they have made a substantive creative contribution to the development or communication of a project or service either in collaboration with or having an impact on others. (Associated Student Learning Outcomes: 3A, 3D, 3F, 4A, 4B, 4C, 4D)

  • Hold a leadership position in a professional or student focused organization
  • Demonstrate impact through service on a college, university or professional organization committee
  • Involvement as a representative on the Pharmacy Student Advisory Council
  • Participation with a research project
  • Dissemination of findings from a research or scholarship (poster or presentation)
  • Implementation of a new or novel solution
  • Creation of a business plan
  • Creation of new knowledge
  • Organizing outreach programming or activities

Co-curricular activity expectations by academic year

Professional Year 1
From a development perspective, the first academic year is focused on the following question: Who am I as a professional student pharmacist? To that end, students will be required to participate in three co-curricular activities during the academic year that focus on problem solving, communication, self-awareness, and professionalism, then reflect on the value of those experiences through structured reflection. (Student Learning Outcomes: 3A, 3F, 4A, 4D)

  • One activity participating in either public health education, community service or advocate for patient care.
  • Two activities defined as professional development

Professional Year 2
The second academic year focus is on: Who am I as a health care provider? To that end, students will be required to participate in four co-curricular activities during the year with a focus on interprofessional collaboration, demonstration of cultural sensitivity, communication, self-awareness, leadership, and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 3D, 3E, 3F, 4A, 4B, 4D)

  • Two activities providing either public health education, community service or advocate for patient care
  • Two activities defined as professional development

Professional Year 3
The third academic year is designed to allow students to answer the question; Who am I as an innovative individual who serves to meet the needs of the community? To that end, students will be required to participate in at least four co-curricular activities during the year that focus on education, patient advocacy, cultural sensitivity, self-awareness, leadership, innovation and entrepreneurship, and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 3B, 3C, 3E, 4A, 4B, 4C, 4D)

  • Two activities providing either public health education, community service or advocate for patient care.
  • Two activities defined as professional development
  • One activity that shows evidence of leadership or innovation.

Professional Year 4
The fourth academic year is designed to allow students to answer the question; How can I advance practice as a pharmacist to meet the needs of the community? To that end, students will be required to participate in at least five hours of Professional Development through CE or professional presentations during the year that focus on self-awareness, leadership, innovation and entrepreneurship, and professionalism, then reflect on the value of those experiences through structured reflection.  (Student Learning Outcomes: 4A, 4B, 4C, 4D)

  • Five hours of professional development through attendance at live CE or professional presentations that are strategically aligned with professional development goals articulated in the CPD plan.

Changes to the curriculum for PY1-PY3

Beginning with the class of 2023, student pharmacists are required to enroll each fall (PY1-PY3) in a 1-credit Student Success and Professional Development (SSPD) course. These courses are designed to support student development in the affective domain as per ACPE accreditation standards 3 and 4.

Students in the classes of 2020, 2021, and 2022 are encouraged to take the appropriate SSPD course each fall as an elective. No student, current or future, is required to take Pharmacy 567, Public Health & Emergency Preparedness and Response, any longer.

Student Success and Professional Development course overview

Student Success and Professional Development is a three-course series taught during the fall of each didactic year designed to support the development of the skills, attitudes and values that are essential for practicing health care professionals. This course provides an introduction to the 10 pharmacist attributes (self-awareness, professionalism, innovation and entrepreneurship, leadership, problems solving, interprofessional collaboration, communication, education, patient advocacy and cultural awareness). The intent of this course is to provide students with strategies focused on learning, well-being, and co-curricular engagement to enhance success throughout the program and post-graduation.

About SSPD I: Pharmacy 506

  • This course is designed to allow PY1 students to answer the question Who am I as a professional student pharmacist?
  • As part of this course, students are required to participate in three co-curricular activities during the semester that focus on problem solving, communication, self-awareness, and professionalism, then reflect on the value of those experiences through course assignments.
  • Examples of topics covered: Acclimating to pharmacy school; learning the curriculum and co-curriculum; goal-setting; career exploration; development of Continuous Professional Development Plan and portfolio; study skills; life/school balance and wellness

About SSPD II: Pharmacy 536

  • This course is designed to allow PY2 students to answer the question Who am I as a health care provider?
  • As part of this course, students are required to participate in four co-curricular activities during the semester with a focus on interprofessional collaboration, demonstration of cultural sensitivity, communication, self-awareness, leadership, and professionalism, then reflect on the value of those experiences through course assignments.
  • Examples of topics covered: Strategic reflection for professional growth; self-assessment; cultural exploration; ethics in healthcare; wellness in healthcare; leadership in healthcare; career opportunities; continuous professional development plan and portfolio updates

About SSPD III: Pharmacy 556

  • This course is designed to allow PY1 students to answer the Who am I as an innovative individual who serves to meet the needs of the community?
  • As part of this course, students will be required to participate in at least five co-curricular activities during the semester that focus on education, patient advocacy, cultural sensitivity, self-awareness, innovation and entrepreneurship, and professionalism, then reflect on the value of those experiences through course assignments.
  • Examples of topics covered: self-assessment; the future of healthcare; assessing unmet community needs; career exploration and opportunities; residency and job searching; preparation for rotations; continuous professional development plan and portfolio update

Student Services Office

509-358-7730
pharmacy.studentservices@wsu.edu