Executive Summary
Renewed Doctor of Pharmacy Curriculum
Eugene Applebaum College of Pharmacy and Health Sciences
Wayne State University
December 3, 2014
Draft
In an era of rapid change within health care and education, continuous assessment and improvement of the curriculum is essential to deliver practice ready pharmacists into the health care environment. The Faculty of Pharmacy have undertaken a process of curricular renewal which has included assessments of the current curriculum using input from students, stakeholders, and faculty as well as objective measurements of outcomes. Concurrently, new Abilities Based Outcomes (ABOs) were adopted by the faculty (see Attachment 1). The assessments and the new ABOs led to a process of curricular renewal that focused on: maintaining strengths within the curriculum (clinical experiences, integrated pharmacotherapeutic modules, pharmacotherapeutic problem-solving), increasing the connectedness of the curriculum while reducing redundancies, enhancing professional development and interprofessional education, expanding and coordinating the social administrative sciences, incorporating additional active learning, emphasizing skill development for the current healthcare environment, and providing a research track. With these foci and through the development of pillars and threads throughout the revised curriculum, a systematic approach will be used in patient-centered care skill development.
The Doctor of Pharmacy Program at Wayne State University is based on the following principles:
Curricular Philosophy
1.
Professional development and career planning will be accomplished through coursework and structured individual advising throughout the entire curriculum.
2.
Students will be exposed to practice experiences, which are based upon the provision of pharmaceutical care that begins upon entry into the curriculum and continues throughout the four years of the curriculum.
3.
Pharmaceutical sciences and clinical sciences will be integrated throughout the curriculum with the goal of demonstrating the value of basic science knowledge. Clinical and scientific concepts and principles will be linked as threads throughout the curriculum and pillars within a semester to emphasize the connections between courses and disciplines.
4.
Faculty will deliver the curriculum to students utilizing active, student-centered approaches that incorporate application of knowledge. Effective teaching methods will be used and will incorporate evidence-based approaches to teaching and learning (e.g., team-based learning and problem-based learning).
5.
The curriculum will be “patient-focused” and train students to be primary care providers. This will involve teaching students patient assessment and advanced oral and written communications skills.
6.
Interprofessional education will be incorporated throughout the curriculum, providing pharmacy students opportunities to learn about, from, and with students and practitioners from other health professions.
7.
The integration of experiential education into pharmacy practice at the affiliated practice sites will provide active student learning and the enhancement and extension of service provision.

8.
The curriculum will be reviewed on an ongoing basis with feedback from multiple stakeholders, including: faculty, students, preceptors, employers, alumni and community affiliates.
Curricular Structure
The structure of the Doctor of Pharmacy curriculum is outlined both as a diagram (Attachment
2) and a table (Attachment 3).
Communication and coordination of concepts and skills are key components of the renewed curriculum. The renewed curriculum will include a structure designed to facilitate content and concept integration, communication and coordination, and a balanced student workload.
1. A module committee will be formed and will include the course coordinator for each pharmacotherapy module and Advanced Self-Care course. From that committee there will be a chair appointed by the Pharmacy Executive Council and at least one committee member will be appointed as a liaison to and a member of the Curriculum Committee. The pharmacotherapy module committee will be responsible for a systematic and coordinated delivery of the pharmacotherapy curriculum. The committee will manage such issues as scheduling of flipped classroom sessions, pre-classroom assignment quantities, exam scheduling and pedagogy consistencies.
2. The Curriculum Committee will maintain a curricular map, which includes a content map, a
priori assignment of abilities-based outcomes associated with courses, and curricular threads
(items addressed during several courses over multiple courses in the pre-APPE curriculum) associated with courses. The Curriculum Committee will be responsible for curricular oversight through the course review process, ensuring that integrity of the curricular map is upheld. The curricular map has been developed by the faculty through the curricular renewal process.
3. The Curriculum Committee will be responsible for managing and maintaining the integrity of
"curricular pillars" (items addressed in two or more courses in a semester). The Curriculum
Committee chair will assign Curriculum Committee members to chair a semester committee for each didactic semester. A semester committee will consist of the course coordinators of each course within semester. The semester committee report be presented to the Curriculum
Committee at the end of the semester prior to course offerings.
Curricular Delivery
In all courses in the curriculum, active learning will comprise a minimum average 10-15 minutes/hour of contact time in the classroom. Each course sequence will work together to develop a systematic approach to active learning.
For individual course sequences, the following will apply:
Pharmacotherapeutic Problem Solving (PPS) – The PPS course sequence (5 courses over 2.5 years of the curriculum will be 100% student-centered, inquiry-based, active learning.
Each course in the sequence will use consistent pedagogy. Small groups of students, facilitated by a faculty member, will work through patient cases in a sequence that is

designed so that students will learn the entire disease state and associated pharmacotherapy. PPS will serve to develop problem-solving skills, clinical reasoning, collaborative skills, and self-directed learning.
Pharmacotherapy Modules – The pharmacotherapy modules may provide active learning in a variety of ways. The content for the PPS sequence will be determined with the concurrent modular courses. Each module will rotate 4-6 therapeutic topics in and out of the PPS sequence. When these therapeutic topics are covered through PPS, they will be removed from the module schedule for that year.
While creativity is not discouraged within this course sequence, a systematic approach will include: a. When a course utilizes a “flipped classroom” model, pre-work will be designed to require approximately one hour of student time per one hour in the classroom. b. When using Team-Based Learning (TBL), the following will be practiced to ensure consistency: i.
Team assignments will be consistent throughout a course. ii.
Starting class with an individual readiness assessment test (IRAT). iii.
Review the IRAT to answer any questions regarding the prep work. iv.
Complete more advanced cases in teams with faculty guidance for discussion. v.
Students will be given cases with multiple choice questions. After the groups have answered, the instructor will engage in discussion with the entire class to clarify all correct and incorrect answers. vi.
A group answer for one of the cases is completed for a grade.
Patient Care Laboratory – The Patient Care Laboratory course sequence utilizes 100% active learning as skills are taught to students and practiced within small groups and individually to attain competence.
Professional Development / Social Administrative Sciences – This course sequence will employ a variety of active learning techniques as the material dictates. Several courses will include group and individual projects. When “flipped classroom” formats are used, the same considerations will apply as listed for the pharmacotherapy modules.
Foundational Sciences – The foundational sciences courses will utilize active learning through application of concepts. Case-based and problem-solving exercises, as well as other techniques, will be employed. When “flipped classroom” formats are used, the same considerations will apply as listed for the pharmacotherapy modules.
Advising
Advising in the renewed curriculum will be structured and required through the Professional
Development Courses or experiential course sequence. Students will meet with their advisors every fall and winter semester. The format for the meetings will be flexible and advisors may choose to meet with students as a group instead of individually, unless confidential matters need to be discussed. Students

will have a template that they will complete and use to guide the discussion at each visit. The template will be designed to foster career development (ABOs in Domain 4) and pillar with activities that are ongoing or approaching within the curriculum.
Research Scholars Program
A selective research intensive pathway will be offered to interested students in the Doctor of
Pharmacy curriculum. The Research Scholars program will include the following course work:
3 hours Drug Literature and Foundations of Research
2 hours
1 hour
1 hour
1 hour
1 hour
Research Scholars: Research Development Elective
Research Scholar I Professional Elective
Research Scholar II Professional Elective
Research Scholar III Professional Elective
Research Scholar IV Professional Elective
Research day participation (P2 methods of project, P3 poster research in progress, P4 poster presentation)
1 hour
2 hours
Pharmacy Seminar (presentation of their research topic/progress)
Social Administrative Sciences and Professional Development VI: Public Health
4 hours and Population-Based Care
APPE Research Elective or Clinical APPE with research component
--------------------------------------------------------------------------------------------------------------------------------
16 hours Total
13 hours Following receipt of Bachelor’s degree after the P1 summer
The Research Scholars program will be offered to 10 students per class for the first two years of the renewed curriculum. Capacity of the program will be re-evaluated for interest and availability in
2018-2019. Students interested in participating in the Research Scholars program must receive a grade of B or better in the Drug Literature and Foundations of Research course, and will interview with faculty who are offering a research project/mentorship. The program will be coordinated by a faculty member appointed by the Pharmacy Executive Council. The coordinator will be responsible for initial pairing of students and faculty mentors and for assuring requirements for completion of the program are satisfied.
Electives
Elective courses are required for the completion of the Doctor of Pharmacy degree and are intended to “permit exploration of and/or advanced study in areas of professional interest.” (ACPE Draft
Standards 2016). A student must complete at least 6 credit hours of elective course work. Students may take one directed study course to count towards satisfying the elective coursework requirement.
Students must, therefore, satisfy the elective requirements with at least 4 credit hours of didactic course work (non-directed study).
Didactic electives will be offered to students following completion of the P2 winter semester.
Elective offerings will be managed by the Curriculum Committee and will comply with the Pharm.D.
Elective Coursework Policy. Didactic electives will be offered in the spring/summer following the P2 winter semester, P3 fall semester and P3 winter semester. Students may take a directed study elective course at any point following the P1 Winter semester.

Students admitted to the Research Scholars Program will fulfill electives through the requirements of that program. They are not excluded from taking additional didactic elective courses.
Attachment 1: Abilities Based Outcomes 2016, Approved by Faculty March 5, 2014
The ABOs are divided into four distinct domains, which describe different attributes that the PharmD curriculum is designed to impart in each graduate:
Domain 1 – Foundational Knowledge
1.1. Learner (Learner) - Attain, integrate, and apply knowledge from the foundational sciences (i.e.,
pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate biomedical literature, explain drug action, solve therapeutic problems, and advance population health and patient
centered care.
Domain 2 – Essentials for Practice and Care
2.1. Patient-centered care (Caregiver) - Provide patient-centered care as the medication specialist
(obtain and interpret evidence, formulate and prioritize assessments of health related problems, develop and implement care plans and recommendations, monitor and adjust care plans, and document activities)
2.2. Medication use systems management (Manager) - Manage human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems to meet patient healthcare needs.
2.3. Health and wellness (Promoter) - Design prevention, intervention, and educational strategies for individuals and communities to improve health and wellness and to manage chronic disease.
2.4. Population-based care (Provider) - Describe and apply principles of how population-based care influences patient centered care and influences the development of practice guidelines and evidencebased best practices
Domain 3 - Approach to Practice and Care
3.1. Problem Solving (Problem Solver) – Identify problems; explore and prioritize potential strategies; and design, implement and evaluate a viable solution.
3.2. Educator (Educator) – Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
3.3. Patient Advocacy (Advocate) - Assure that patients’ best interests are represented.
3.4. Interprofessional collaboration (Collaborator) – Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
3.5. Cultural sensitivity (Includer) - Recognize social determinants of health to diminish disparities and inequities in access to quality care.
3.6. Communication (Communicator) – Effectively communicate verbally and nonverbally when interacting with an individual, group or organization.
Domain 4 – Personal and Professional Development
4.1. Self-awareness (Self-aware) – Examine and reflect on personal knowledge, skills, abilities, beliefs, attitudes, motivation, and emotions that could enhance or limit personal and professional growth.
4.2. Leadership (Leader) - Demonstrate responsibility for creating and achieving shared goals, regardless of position.

4.3. Innovation and Entrepreneurship (Innovator) - Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
4.4. Professionalism (Professional) - Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
Attachment 2: Figure of the Renewed Curriculum

Attachment 3: Table of the Renewed Curriculum
First Professional Year
Course No. Course Name
FALL P-1
PHA 41XX Pathophysiology I
Credits Prerequisites
PSC 41XX Pharmaceutics I
PSC 41XX Introduction to Pharmaceutical Sciences: Medicinal Chemistry
/ Pharmacology / Immunology
PHA 41XX Drug Literature and Foundations of Research
PPR 41XX Social Administrative Sciences and Professional Development
I: Introduction to the Pharmacy Profession and Social Aspects of Healthcare
3
2
Semester Credit Hours 14
WINTER P-1
PHA 42XX Pathophysiology II
PSC 42XX Pharmaceutics II
PSC 42XX
PHA 42XX
Autonomic Pharmacology
Pharmacotherapy I: Respiratory, Gastroenterology, Allergy,
Ophthalmology, and Basic Self-Care
3
3
3
2
2
2
4
2 PHA 42XX Pharmacotherapeutic Problem Solving I: Respiratory,
Gastroenterology, Allergy, Ophthalmology, and Basic Self-Care
PPR 42XX Patient Care Lab I
PPR 42XX Social Administrative Sciences and Professional Development
II: Healthcare Delivery
1
2
SPRING P-1
Semester Credit Hours
PPR 43XX Pharmacy Jurisprudence
PPR 43XX Introductory Pharmacy Practice Experience I
15
2
1
2* PSC 43XX Research Scholars: Research Development (Required
Professional Elective for those admitted into Research
Scholars Program)*
Semester Credit Hours 3
Semester Credit Hours for Research Scholars 5*
P-1 Accumulated Credits 32
(34*)
Bachelor of Health Sciences with a concentration in Pharmaceutical Sciences awarded for students who have completed a minimum of 120 credit hours and a minimum of 30 credit hours at WSU
*Research Scholars Program offered to students selecting to complete a focused curriculum aimed at development of research related knowledge and skills. Students are selectively offered a position in the
Research Scholars Program, and complete a longitudinal research project as part of the program.

Second Professional Year
Course No. Course Name
FALL P-2
PSC 51XX Pharmacokinetics
Credits Prerequisites
PHA 51XX
PHA 51XX
Pharmacotherapy II: Nephrology, Cardiology
Pharmacotherapy III: Endocrinology, Gynecology, Urology
2
5
4
2 PHA 51XX Pharmacotherapeutic Problem Solving II :Nephrology,
Cardiology, Endocrinology, Gynecology, Urology
PPR 51XX Patient Care Lab II
PPR 51XX Social Administrative Sciences and Professional Development
III: Practice Management
PPR 51XX
PHA 51XX
WINTER P-2
Introductory Pharmacy Practice Experience II
Research Scholars I Required Professional Elective*
1
2
1
1
Semester Credit Hours 17
Semester Credit Hours for Research Scholars 18*
PPR 52XX
PHA 52XX
Applied Pharmacokinetics and Pharmacogenomics
Pharmacotherapy IV: Infectious Diseases
PHA 52XX Principles of Pharmacotherapy V: Neurology, Psychiatry
PHA 52XX Pharmacotherapeutic Problem Solving III: Infectious Diseases,
Neurology, Psychiatry
2
4
4
2
PPR 52XX Patient Care Lab III
PPR 52XX Social Administrative Sciences and Professional Development
IV: Medication Use Process – Pharmacist Responsibility
PPR 52XX Introductory Pharmacy Practice Experience III
1
2
PHA 52XX Research Scholars II Required Professional Elective*
Semester Credit Hours
Semester Credit Hours for Research Scholars
1
1
16
17*
SPRING/SUMMER P-2
Professional Elective Option 0-2 As per elective policy
P2 Yearly Required Credits 33
(35*)
P2 Professional Elective Credit Hours 0-2
Accumulated Credits for Program 65-67
(69*)

Third Professional Year
Course No. Course Name
FALL P-3
PHA 61XX Principles of Pharmacotherapy VI: Oncology, Advanced
Immunology
PPR 61XX Applied Therapeutics in Self-Care
PHA 61XX Pharmacotherapeutic Problem Solving IV: Oncology and
Advanced Pharmacotherapeutics
Credits Prerequisites
3
2
3
PPR 61XX Patient Care Lab IV
PPR 61XX Social Administrative Sciences and Professional Development
V: Pharmacy Practice Development
Community Introductory Pharmacy Practice Experience OR PPR 61XX
PPR 61XX ** Hospital Introductory Pharmacy Practice Experience
Professional Elective, As per elective policy
1
3
2
0-2
PHA 61XX Research Scholars III Required Professional Elective*
Semester Credit Hours
1
14-16
Semester Credit Hours for Research Scholars 15*
WINTER P-3
First Seven Week Block
PHA 62XX Pharmacotherapeutic Problem Solving V: Drug Induced
Diseases
Second Seven Week Block
PPR 62XX Clinical Capstone
2
2
Courses Taken for Entire Semester
PPR 62XX Social Administrative Sciences and Professional Development
VI: Public Health and Population Based Care
PPR 62XX Ethics and Professional Responsibility
PHA 62XX Pharmacy Seminar
PPR 61XX
PPR 61XX **
Community Introductory Pharmacy Practice Experience OR
Hospital Introductory Pharmacy Practice Experience
Professional Elective, As per elective policy
2
2
1
2
0-2
Professional Elective, As per elective policy
PHA 62XX Research Scholars IV Required Professional Elective*
0-2
1
Semester Credit Hours 11-15
Semester Credit Hours for Research Scholars 12*
P3 Yearly Required Credit Hours 25
(27*)
P3 Yearly Professional Elective Hours 4-6
Total P3 Yearly Credit Hours 29-32
Accumulated Credits for Program 96
(96*)
** PPR 61XX and PPR 61XX are offered both semesters of the P-3 year with ½ of students alternating between each course

Fourth Professional Year
Course No. Course Name Credits Prerequisites
Students must complete 5 required courses and 2 elective courses over the academic year.
PPR 7410 Advanced Practice Patient Care 1 Core (Inpatient/Acute
Care)
4 P4 Standing
PPR 7430
PPR 7420
PPR 7550
PPR 7560
Advanced Practice Patient Care Core
Ambulatory Care
Advanced Practice General Hospital
Advanced Practice General Community
Advanced Practice Elective (Patient Care or Non-Patient
Care
4
4
4
4
4
P4 Standing
P4 Standing
P4 Standing
P4 Standing
P4 Standing PPR 7530,
PPR 7540,
PPR 7410,
PPR 7420,
PPR 7430 as assigned
PPR 7530,
PPR 7540,
PPR 7410,
PPR 7420,
PPR 7430 as assigned
Advanced Practice Elective (Patient Care or Non-Patient
Care
Total Credits for Year
Accumulated Credits for Program
4
28
124
P4 Standing