Student Handbook 2022 2023
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Student Handbook
2022 – 2023
Updated 8/19/2019CONTENTS PURPOSE OF THE STUDENT HANDBOOK ..............................................................4 SCHOOL MISSION STATEMENT .................................................................................4 CURRICULAR GOALS AND OBJECTIVES ..................................................................4 ABILITY BASED OUTCOMES (UPDATED MAY 2016) ..........................................5 PROFESSIONALISM........................................................................................................8 INTERPROFESSIONAL EDUCATION AND PRACTICE ...........................................9 COMPUTER REQUIREMENTS .....................................................................................9 TECHNICAL STANDARDS .......................................................................................... 10 PRE-PROFESSIONAL CURRICULUM....................................................................... 15 PROFESSIONAL YEARS ....................................................................................... 16-17 EXPERIENTIAL COMPONENT OF THE CURRICULUM ...................................... 18 PROFESSIONAL ELECTIVES ..................................................................................... 19 DEGREE REQUIREMENTS ......................................................................................... 20 SCHOLASTIC STANDING REQUIREMENTS .......................................................... 20 EARLY WARNING GRADES ....................................................................................... 23 LEAVE OF ABSENCE & WITHDRAWALS ............................................................... 23 READMISSION .............................................................................................................. 24 ACADEMIC INTEGRITY .............................................................................................. 24 DRESS CODE.................................................................................................................. 25 POLICIES ON PROFESSIONALISM AND ETHICAL CONDUCT.......................... 26 I. CRIMINAL BACKGROUND CHECKS AND URINE DRUG SCREENS .......................................................................................26 II. CRIMINAL ACTIVITY DURING PROFESSIONAL EXPERIENCES ..........................................................................................27 III. SUBSTANCE ABUSE POLICY .................................................................................................................................................27 IV. HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT (HIPAA) ................................................................29 DUE PROCESS ............................................................................................................... 29 GETTING HELP ............................................................................................................. 29 2|P a g e
POLICY ON NON-DISCRIMINATION ....................................................................... 30 POLICY ON DISABILITY ACCOMMODATIONS .................................................... 30 INFORMATION ON UNIVERSITY SERVICES......................................................... 31 PROFESSIONAL YEAR ADVISORS ........................................................................... 31 TUITION AND FINANCIAL AID ................................................................................ 31 COMPLAINT POLICY................................................................................................... 32 OFFICE OF THE OMBUDSPERSON .......................................................................... 32 GRADUATION RATES ................................................................................................. 33 CAREERS OF GRADUATES ........................................................................................ 34 OBTAINING A PHARMACY LICENSE AND THE LICENSURE EXAMS ............. 34 OUT OF POCKET EXPENSES ..................................................................................... 35 LICENSURE EXAM PASS RATES............................................................................... 36 USEFUL PHONE NUMBERS ....................................................................................... 38 3|P a g e
PURPOSE OF THE STUDENT HANDBOOK
The purpose of this handbook is to provide a ready-reference to key policies relating to the Ernest Mario School of
Pharmacy and Doctor of Pharmacy program. The handbook is meant to supplement and, in some cases, clarify but not
replace the University Catalog. In some cases, data is repeated from the catalog.
All new students are provided a copy of this Student Handbook. The University Catalog and the Student Handbook are
readily available electronically. Due to space limitations the handbook is not all inclusive and attempts to address the most
important issues facing students. In many areas more detailed documents are available on the School’s website.
Like the profession of pharmacy, the Pharm.D. program is constantly being revised. As such the student handbook
reflects the best available information as of August 2019. It is the responsibility of all students in the Ernest Mario School
of Pharmacy to read this handbook and be familiar with the policies and expectations of the School.
SCHOOL MISSION STATEMENT
The Ernest Mario School of Pharmacy seeks to be among the top echelon of pharmacy schools in the United States
through documented excellence in our education programs, innovative and visionary research and scholarship, exemplary
clinical practice, and outreach activities that provide valuable service to the citizens of New Jersey and society at large.
CURRICULAR GOALS AND OBJECTIVES
The goal of the curriculum of the Doctor of Pharmacy program at Rutgers is to prepare a well-rounded, general
practitioner, while also fostering the development of the skills necessary for the emerging roles in pharmacy practice.
While the program is not geared specifically toward preparation for specialized practice, some focus in specialty areas is
available through didactic and experiential electives.
The Doctor of Pharmacy curriculum at Rutgers is designed to provide a strong basis in the general professional
competencies that are necessary to practice. Some of these competencies provided by the curriculum include:
• the ability to interpret and evaluate medication orders
• the ability to accurately and safely compound and dispense drugs
• an understanding of systems for the storage, preparation, and dispensing of medications
• the ability to appropriately supervise technical personnel
• the ability to design, implement, monitor, and modify drug therapy to assure safe and effective care
• the development of critical thinking skills necessary for formulating therapeutic plans
• an appreciation of the multi-disciplinary delivery of care and the role of the pharmacist
• the ability to constructively interact with other health care professionals
• the development of communication skills necessary for successful interactions with patients
• the ability to incorporate technological advances into practice
• the ability to assess, counsel, and monitor patients on the use of non-prescription medications
4|P a g e• an understanding of the role of diet, nutrition, non-drug, and herbal and alternative therapies in managing
disease states
• the ability to critically evaluate the pharmacy and medical literature and appropriately apply the
information to patient care
• the ability to monitor patient outcomes with regard to medication efficacy and side effects
• a clear knowledge of the laws and ethics guiding pharmacy practice
• an understanding of principles of management
• an appreciation of the importance and application of pharmacoeconomic principles
ABILITY BASED OUTCOMES ( UPDATED MAY 2016 )
The following are the expected outcomes that the School’s curriculum should guide the graduate to achieve. The
outcomes were developed by the faculty based on the Center for Advancement of Pharmaceutical Outcomes (CAPE), the
North American Pharmacy Licensure Exam (NAPLEX) blueprint, and the Accreditation Council for Pharmacy Education
(ACPE) standards and guidelines. The outcomes may be modified as the practice of pharmacy changes.
1.1. To develop each student as a Learner - Develop, integrate, and apply knowledge from the foundational sciences
(i.e., biomedical, pharmaceutical, social/administrative/behavioral, and clinical sciences) to evaluate the scientific
literature, explain drug action, solve therapeutic problems, and advance population health and patient- centered
care.
1.1.1. Develop and demonstrate depth and breadth of knowledge in the biomedical, pharmaceutical,
social/administrative/behavioral, and clinical sciences.
1.1.2. Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and
evaluate their potential value in individuals and populations.
1.1.3. Apply knowledge in foundational sciences to solve therapeutic problems.
1.1.4. Critically analyze scientific literature related to drugs and disease to enhance clinical decision making.
1.1.5. Identify and critically analyze emerging theories, information, and technologies that may impact patient-
centered and population based care.
2.1. To develop each student as a Caregiver - Provide patient-centered care as the medication expert (collect and
interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and
document activities).
2.1.1. Collect subjective and objective evidence related to patient, medications, allergies/adverse reactions, and
disease, by performing patient assessment (including physical assessment) from chart/electronic health
records, pharmacist records and patient/family interviews.
2.1.2. Interpret evidence and patient data, prioritize patient needs, and assess nutritional needs.
2.1.3. Formulate evidence based care plans, assessments, and recommendations.
2.1.4. Implement, monitor, and adjust patient care plans as needed.
2.1.5. Document patient care related activities.
2.2. To develop each student as a Manager in the Medication use systems - Manage patient healthcare needs using
human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
2.2.1. Compare and contrast the components of typical medication use systems in different pharmacy practice
settings.
5|P a g e2.2.2. Describe the role of the pharmacist in impacting the safety and efficacy of each component of a typical
medication use system (i.e., procurement, storage, prescribing, transcription, dispensing, administration,
monitoring, and documentation).
2.2.3. Identify and utilize technology, human, financial, and physical resources to optimize the medication use system
including the compounding of sterile and non-sterile products.
2.2.4. Manage healthcare needs of patients during transitions of care.
2.2.5. Apply standards, guidelines, best practices, and established processes related to safe and effective medication
use.
2.2.6. Utilize continuous quality improvement techniques in the medication use process.
2.3. To develop each student as a Promoter for health and wellness - Design prevention, intervention, and
educational strategies for individuals and communities to improve health and wellness including the management of
chronic disease.
2.3.1. Identify and implement systematic preventive care, using risk assessment, risk reduction, screening, point of
care testing, education, and immunizations.
2.3.2. Provide prevention, intervention, and educational strategies for individuals and communities to improve health
and wellness.
2.3.3. Participate with interprofessional healthcare team members in the management of, and health promotion for, all
patients.
2.4. To develop each student to be a Provider - Describe how population-based care influences patient-centered care
and influences the development of practice guidelines and evidence-based best practices.
2.4.1. Develop and provide an evidence-based approach that considers the cost, care, access, and satisfaction needs
of a targeted patient population.
2.4.2. Participate in population health management (eg. Community outreach programs, etc.) by evaluating and
adjusting interventions to maximize health outcomes.
2.4.3. Participate and collaborate with other health care professionals in emergency preparedness protocols.
3.1. To develop each student as a Problem Solver – Identify problems; explore and prioritize potential strategies; and
design, implement, and evaluate a viable solution in the realm of pharmaceutical care.
3.1.1. Identify and prioritize medication-related problems.
3.1.2. Define goals, develop potential solutions and alternatives, and select the most viable options.
3.1.3. Implement the most viable solution, including monitoring parameters, to measure intended and unintended
consequences.
3.2. To develop each student as an Educator – Educate all audiences by determining the most effective and enduring
ways to impart information and assess understanding.
3.2.1. Identify the educational needs and develop an effective means of delivering up-to-date and current information
at the appropriate comprehension level of the target audience.
3.2.2 .Ensure instructional content contains the most current information relevant for the intended audience.
3.2.3. Assess audience comprehension and utilize feedback to improve technique and teaching strategies.
3.3. To develop each student as an Advocate - Assure that patients’ best interests are represented.
3.3.1. Empower patients to take responsibility for, and control of, their health.
3.3.2. Demonstrate knowledge of the complex healthcare system in order to assist patients in obtaining care in an
efficient and cost-effective manner.
6|P a g e3.4. To develop each student as a Collaborator – Actively participate and engage as a healthcare team member by
demonstrating mutual respect, understanding, and values to meet patient care needs.
3.4.1. Define clear roles and responsibilities for team members to optimize outcomes for specific patient care
encounters.
3.4.2. Communicate in a manner that values team-based decision making and shows respect for contributions from
other areas of expertise.
3.4.3. Foster accountability and leverage expertise to form a highly functioning team (one that includes the patient,
family, and community) and promote shared patient-centered problem solving.
3.5. To develop each student as an Includer - Recognize social determinants of health to diminish disparities and
inequities in access to quality care.
3.5.1. Assess a patient’s health literacy and modify communication strategies to meet the patient’s needs.
3.5.2. Safely and appropriately incorporate patients’ cultural beliefs and practices into health and wellness care plans.
3.6. To develop each student as a Communicator – Effectively communicate verbally and nonverbally when interacting
with an individual, group, or organization.
3.6.1. Interview patients using an organized structure, specific questioning techniques, and medical terminology
adapted for the audience.
3.6.2. Actively listen and ask appropriate questions, using available technology and effective interpersonal skills, to
establish rapport and build trusting relationships.
3.6.3. Communicate assertively, persuasively, confidently, and clearly demonstrating empathy when interacting with
others.
3.6.4. Deliver and obtain feedback to assess learning and promote goal setting and goal attainment.
3.6.5. Develop professional documents pertinent to organizational needs (e.g., monographs, policy documents).
3.6.6. Document patient care activities clearly, concisely, and accurately using appropriate medical terminology.
4.1. To develop each student to be Self-aware – Examine and reflect on personal knowledge, skills, abilities, beliefs,
biases, motivation, and emotions that could enhance or limit personal and professional growth.
4.1.1. Become a self-directed and motivated life-long learner.
4.1.2. Identify, create, implement, evaluate and modify plans for personal and professional development for the
purpose of individual growth.
4.1.3. Demonstrate persistence and flexibility in all situations; engaging in help seeking behavior when appropriate
and use constructive coping strategies to manage stress.
4.1.4. Strive for accuracy and precision by displaying a willingness to recognize, correct, and learn from errors.
4.2. To develop each student as a Leader and Innovator - Demonstrate responsibility for creating and achieving
shared goals, regardless of position and engage in innovative activities by using creative thinking to envision better
ways of accomplishing professional goals.
4.2.1. Identify characteristics that reflect leadership versus management.
4.2.2. Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote
teamwork and persuasively communicate goals to the team to help build consensus.
4.2.3. Empower team members by actively listening, gathering input or feedback, and fostering collaboration.
4.2.4. Develop new ideas, initiatives and approaches, using creative decision making, to improve quality or overcome
barriers to advance the profession or when confronted with novel problems or challenges.
7|P a g e4.2.5. Assess personal strengths and weaknesses in entrepreneurial skills and apply those skills within a simulated
entrepreneurial activity.
4.3. To develop each student as a Professional - Exhibit behaviors and values that are consistent with the trust given to
the profession by patients, other healthcare providers, and society.
4.3.1. Demonstrate altruism, integrity, trustworthiness, flexibility, and respect in all interactions.
4.3.2. Display preparation, initiative, and accountability consistent with a commitment to excellence.
4.3.3. Deliver patient-centered care in a manner that is legal, ethical, and compassionate.
4.3.4. Engage in the profession of pharmacy by demonstrating a commitment to its continual improvement and
involvement in organizations.
PROFESSIONALISM
Policy Statement:
All students will conduct themselves with professional attitudes and behaviors throughout the professional training at
the Ernest Mario School of Pharmacy
Rationale:
In the 1999 White Paper on Pharmacy Student Professionalism, the American Pharmaceutical Association Academy of
Students of Pharmacy-American Association of Colleges of Pharmacy Council of Deans Task Force on Professionalism
defined a Professional as a member of a profession who displays the following ten traits:
1. Knowledge and skills of a profession
2. Commitment to self-improvement of skills and knowledge
3. Service orientation
4. Pride in the profession
5. Covenantal relationship with the client
6. Creativity and innovation
7. Conscience and trustworthiness
8. Accountability for his/her work
9. Ethically sound decision making
10. Leadership
Procedure:
The School views your admission to pharmacy school as your entry into the profession and your first step toward
becoming a professional.
Students are expected to maintain the highest levels of professional conduct. This includes:
• Maintaining a pleasant and respectful demeanor towards faculty, preceptors, other students, patients,
caregivers, physicians, and other healthcare professionals.
• Maintaining stringent ethical standards.
8|P a g e• Obeying all laws and regulations including those governing the practice of pharmacy.
• Maintaining patient confidentiality, according to HIPAA guidelines.
• A positive attitude toward the responsibilities and activities you are assigned.
Upon entry into the first professional year, students will participate in a White Coat Ceremony as part of your
professionalization.
Professionalism is assessed during IPPE rotations on the Student Evaluation, both at the Midpoint and Final assessment.
Specific aspects of professionalism included in the assessment include:
• Punctuality
• Appropriate body language
• Personal hygiene and appropriate attire
• Exhibits ethical behavior
• Demonstrates empathy
• Exhibits respectfulness
• Ability to accept constructive criticism
• Confidentiality
• Attitude of service
• Demonstrates accountability
INTERPROFESSIONAL EDUCATION AND PRACTICE
Interprofessional education (IPE) and practice are hallmarks of contemporary pharmacy practice. These concepts
are taught throughout the pre-APPE curriculum. During the Introductory Pharmacy Practice Experiences, students
are exposed to interprofessional health care teams in a variety of settings. During the Advance Pharmacy Practice
Experiences, students are actively involved in a number of interprofessional health care teams caring for patients.
In addition to the curricular exposures, students will have numerous opportunities to participate in co-curricular
IPE events. Student participate in at least one (1) IPE event during each professional year (P1 to P4).
COMPUTER REQUIREMENTS
Computer Device Requirements: Incoming P1 students need computer laptops that meet University specifications:
https://it.rutgers.edu/computer-recommendations-for-rutgers-students/
• Student devices should be Windows or Mac OS based laptops, since these are designed to support our Learning
Management System (LMS) and our electronic testing tools.
• Students cannot depend on iPads or ultraportable tablets because they do not support our LMS and electronic
testing tools.
Specific recommendations regarding operating systems:
9|P a g eWindows Laptops: Macintosh Laptops:
» Operating system: 64 bit version of Windows 10 » MacBook Pro recommended; MacBook Air is
or Windows 11 Professional recommended; Other acceptable
editions will still be supported » Operating system: 64 bit Mac OS X 10.11 or higher
(El Capitan)
Windows 10 RT and 10 S are not supported at this
time » CPU Processor: Apple M1 or M2 recommended
» CPU processor: Intel Core i5, Dual Core 2.5 GHz or but older Intel processors that can run OS X 10.11
better (7th-generation CPU or later) or higher are acceptable
» RAM: 8GB or greater » RAM: 8GB or greater (MacBook Pro comes
» Hard drive: 256 GBs (Traditional or Solid State are standard with 8 GB)
acceptable) » Hard drive: 256 GBs
» Screen resolution must be 1024×768 or higher » Screen resolution must be 1024×768 or higher
» Integrated webcam with microphone » Integrated webcam with microphone
» Laptops purchased in the last few years are likely to meet the minimum specification. Some will provide slow response
times, which is usually a function of how much internal memory or disk space is available.
» Google Chrome is the recommended web browser on all OS versions, but others such as Firefox or MS Edge are
acceptable.
EXAM requirements: For all in-person examinations, students should come prepared with their devices (fully charged),
device charger, mouse (if needed) and privacy screen. Privacy screens are critical to enhance examination security.
Please make sure to get the correct size screen (designed for your make and model laptop) so that it covers your laptop
screen completely.
• Examples of privacy screens: Sample 1, Sample 2
IMPORTANT: All files, browser tabs and windows must be closed prior to entering the examination hall.
Computing Policy: Rutgers Office of Information Technology Computing Policies and Guidelines.
Remote Technology Resources for Students: technology resources Rutgers students.
Canvas support for Students: Online: Canvas helpdesk; Email: mailto:help@oit.rutgers.edu; Call: Canvas Help Phone:
833-648-4357
TECHNICAL STANDARDS
Approved by the Faculty, August 29, 2019
Approved by University Counsel, August 2019
The Ernest Mario School of Pharmacy (EMSOP) is dedicated to excellence in healthcare and biomedical education, with
innovative and visionary scholarship and research in the pharmaceutical sciences. We are committed to exemplary
clinical practice opportunities, along with outreach and community service work that address the needs of the citizens of
New Jersey and our society at large. The School’s preeminent PharmD program provides a strong foundation in basic
and clinical sciences coupled with an emphasis on patient‐centered care. The curriculum includes diverse learning
opportunities and experiences in clinical practice, pharmaceutical industry, public health, managed care, advocacy, and
research. EMSOP is committed to standards and policies that ensure that all persons shall have equal access to its
10 | P a g eprograms, facilities and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status or sexual orientation. As a program accredited by the American Council on Pharmaceutical Education, PharmD candidates must develop broad knowledge, skills, behaviors, and a commitment to ongoing self‐directed learning that will enable them to serve as competent, ethical pharmacy practitioners and render a wide spectrum of patient care. In addition to the clearly defined academic standards specified in the PharmD Curriculum and in the Student Handbook under Scholastic Standing Requirements, the School has identified a set of technical standards that specify the non‐academic attributes, abilities, and skills candidates must demonstrate for admission, retention, progression and graduation in the PharmD program. Admission to the EMSOP is conditional on the candidate’s* ability to achieve and meet these technical standards in conjunction with the academic standards, with or without reasonable accommodation, and depends on a process that examines and values all pertinent skills, attitudes, and attributes of each candidate on a case‐by‐case basis. EMSOP adheres to the highest ethical and professional standards of the Pharmacy profession. In doing so, the School of Pharmacy reserves the right to deny admission to candidates or to discharge candidates who, upon completion of the interactive process, cannot meet these technical and/or academic standards or who would be deemed to pose a threat to patients and others in the educational and clinical environment. A trained Intermediary may be used in specific circumstances, such as to assist with manual dexterity, but may never be used as a substitute for a candidate’s judgment or intellectual acumen. The use of an intermediary would be considered only when it does not alter an essential element or function of these technical standards and/or academic standards. Technical Standards A candidate for the PharmD degree must possess abilities and skills, which include those that are observational, communicational, dexterity/motor, intellectual‐conceptual (integrative and quantitative), behavioral and social. In consideration of the aforementioned, EMSOP adheres to the following technical standards which are required of all candidates for admission, progression, and graduation, with or without reasonable accommodation: The attainment of knowledge mandates that the candidate participates in course activities, laboratories and experiential rotations as defined by the pharmacy school’s policies. 1. Observation Skills. Observation requires the use of visual, auditory, and somatic senses (or the functional equivalent) in a variety of areas related to contemporary pharmacy practice. Students must have the ability to observe and evaluate in classroom settings, small group teaching exercises, one‐on‐one evaluation, patient care settings and pharmacy practice sites. Candidates must be able to observe a patient accurately, particularly as related to drug therapy and disease state monitoring. 2. Communication Skills. Candidates must be able to communicate with clarity, sensitivity, and accuracy to patients, care‐givers, and members of health care teams, faculty, staff and peers. Candidates must exhibit interpersonal skills to enable effective caregiving of patients, including the ability to communicate effectively with all members of a multidisciplinary health care team, patients, and those supporting patients, in person and in writing (or a functional equivalent). Candidates must be able to clearly and accurately record information and accurately interpret verbal, written and nonverbal communication. Computer literacy is also a component of effective communication. Candidates must be able to 11 | P a g e
communicate appropriately, effectively, and efficiently with people from a variety of educational and cultural backgrounds and at their levels of understanding. Candidates must also be open to receive feedback from other health care professionals as well as their peers. Candidates Technical Standards for PharmD Program Ernest Mario School of Pharmacy Rutgers, The State University of New Jersey 3 must be able to record information accurately and clearly and communicate effectively and efficiently (in English) with other health care professionals in a variety of patient settings. 3. Dexterity/Motor Skills. Candidates must possess motor skills necessary to provide pharmaceutical care to patients including the preparation and dispensing of medications (including preparation of extemporaneous compounded or sterile intravenous products), administration of immunizations, and performance of patient assessments with or without reasonable accommodations. PharmD candidates must have sufficient motor function such that they are able to execute movements reasonably required to provide care and treatment to patients within the scope of practice. 4. Intellectual, Conceptual, Integrative, and Quantitative Abilities. Candidates are required to measure, calculate, reason, analyze, integrate, synthesize and comprehend. In addition, candidates must be able to recall and apply information from course materials, lectures, current literature and journals, as well as real world pharmacy practice sites. Necessary abilities include critical thinking and reasoning, problem solving, measurement, mathematical calculation, and ability to monitor drug therapy. 5. Behavioral and Social Attributes. Candidates must act ethically with integrity, and demonstrate compassion and concern for others. Candidates are expected to exhibit professionalism, personal accountability, motivation and interpersonal skills, including accepting and applying feedback and respecting boundaries, and caring for all individuals in a respectful and effective manner regardless of gender identity, age, race, sexual orientation, religion, disability, or any other protected status. Candidates must have appropriate hygiene and a professional appearance. Candidates must possess the emotional health required to fully utilize their intellectual abilities, exercise good judgment, work as effective members of a healthcare team, and function successfully under emotionally, intellectually, and physically demanding workloads. This requires responsibility for one’s personal actions and emotional stability in stressful situations, with long hours and personal fatigue, dissatisfied patients, and tired colleagues. Candidates must be able to develop skills necessary to recognize when they may need the support or assistance of other health care professionals and seek help when needed. Candidates are expected to maintain the highest ethical standards in their behavior. Candidates are expected to meet the ethical standards set forth by the pharmacy profession. Candidates must be able to develop professional relationships with patients, patients’ families and/or caregivers, and other healthcare providers to provide effective pharmaceutical care while maintaining patient confidentiality. Candidates must pass multiple criminal background checks and random drug screens during the program. Candidates must also have the required health certification documentation. Moreover, during the course of their matriculation, the candidates will be required to have additional immunizations and testing as required by the Ernest Mario School of Pharmacy. In addition, candidates must adhere to and comply with the Rutgers University Code of Student Conduct: https://policies.rutgers.edu/10211-currentpdf 6. Practice and Experiential Education. 12 | P a g e
An integral part of the pharmacy education process is the completion of introductory, intermediate and advanced pharmacy practice experiences. Within the constraints established by law, in these experiences student‐pharmacists are placed in pharmacy practice settings and expected to function at the professional level of a licensed pharmacist with the highest ethical standards. Candidates are expected to maintain a high standard of professional behavior including: attire, personal demeanor, and effective communication skills. Additionally, candidates are expected to adhere to HIPAA regulations, which include but are not limited to maintaining patient confidentiality, and the protection of access to patient records. Candidates are expected to take responsibility for their own learning and demonstrate a willingness to engage patients, pharmacy personnel, health care providers, and others in the provision of patient‐focused services and care. A candidate, whose behavior or performance raises questions concerning his/her ability to fulfill the technical standards and essential functions, may be required to obtain an evaluation and/or testing by a health care provider designated by the School. The results will be provided to the Senior Associate Dean for Academic Affairs, and shared with the appropriate leadership of the School to determine whether the student is fit to pursue the educational and/or clinical program. If the candidate is deemed fit to pursue the program, the School reserves the right to require actions recommended by the health care provider, including but not limited to further testing, counseling, monitoring, and leaves of absence. Candidates who cannot meet the technical standards with or without accommodations may be subject to review to determine the appropriate action, which can include dismissal from the program. Candidates must be proactive in addressing deficiencies in meeting the standards and follow appropriate University policies set forth in doing so. EMSOP complies with all applicable laws concerning applicants and candidates with disabilities. For any eligible student, Rutgers University provides reasonable accommodations in order to ensure that all candidates have an equal opportunity to participate in all programs, services, and practical training activities. These technical standards are not intended to deter any candidate for whom reasonable accommodation would allow the fulfillment of the complete curriculum. EMSOP will provide reasonable accommodations, according to University policies and procedures, to otherwise qualified applicants and matriculated candidates with disabilities unless: (a) such accommodations impose undue hardship to the institution, (b) direct threats of substantial harm to the health and safety of others due to the disability cannot be eliminated by any reasonable accommodations available, or (c) such accommodations fundamentally alter the educational program or academic standards. By submitting this document, the candidate certifies that they are able to meet, with or without accommodations, the technical standards enclosed in this document, which are required for admission, matriculation, and completion of the EMSOP program. If the candidate requires any accommodation in order to perform these functions. The candidate agrees to request accommodation, if needed, by promptly following the established policies and procedures set forth by the University. If you have any general questions about this form or its contents, please contact the EMSOP Office of Academic Services: (848‐445‐6342) or academicservices@pharmacy.rutgers.edu. Candidates with questions regarding what types of accommodations may be considered to achieve these standards are encouraged to contact the Office of Disability Services‐New Brunswick at 848‐445‐6800 or email (dsoffice@echo.rutgers.edu) immediately to begin discussions and register for services at https://ods.rutgers.edu/students/applying‐for‐services. Lastly, any student requiring 13 | P a g e
accommodations should also inform and contact the Office of Student Services at the Ernest Mario School of Pharmacy: nancy.cintron@rutgers.edu. * The term “candidate” refers to current pharmacy students who are enrolled and seek to progress and graduate. 14 | P a g e
PRE-PROFESSIONAL CURRICULUM
First Pre-Professional Year
First Term Second Term
Class Name Class No. Cred. Hrs. Class Name Class No. Cred. Hrs.
General Biology I 01:119:115 4 General Biology II 01:119:116 4
General Chemistry I 01:160:161 4 General Chemistry II 01:160:162 4
& 101 & 102
Intro Experimentation 01:160:171 1 Second College-level Writing Course 1 __:___:___ 3
Expository Writing I 01:355:101 3 Pharmacy Convocations 30:725:104 1
Calculus I 01:640:135 4 Humanities/Soc. Sci. Elective 2 3
General Biology Lab 01:119:117 2
16 17
1
Note that students need to complete one of the following courses to satisfy this requirement. Students are counseled that some of the courses noted below have a
prerequisite that needs to be completed in addition to either of the courses.
Class Name Class No. Class Name Class No.
Research in the Disciplines 01:355:201 Writing for Biology and Natural Science 01:355:312
Technical Writing Essentials 01:355:202 Writing Grant Proposals 01:355:315
Business Writing Essentials 01:355:203 Science Writing 01:355:342
College Writing and Research 01:355:301 Collaborative Writing Practices 01:355:375
Scientific and Technical Writing 01:355:302 Writing for Business and the Professions 01:355:303
2
A complete explanation of the rules that govern Humanities / Social Science Elective courses can be found on the Fact Sheet for Humanities Courses.
Second Pre-Professional Year
First Term Second Term
Class Name Class No. Cr. Class Name Class No. Cr.
Organic Chemistry I 01:160:307 or 315 4 Integrated Organ Physiology 30:718:200 3
Intro. to Microeconomics 01:220:102 3 Organic Chemistry II 01:160:308 or 316 4
Elements of Physics 01:750:161 4 Organic Chemistry Lab 01:160:311 2
Humanities/Soc. Sci. Elective 3 Basic Statistics for Research 01:960:401 3
Psychology/Sociology Elective 3 Humanities/Soc. Sci. Elective 3
Humanities/Soc. Sci. Elective 3
17 18
Review carefully the requirements for entrance into the First Professional (Third) Year of the Program as found on the website for the Pharm.D.
Program.
15 | P a g ePharm.D. Curriculum
PROFESSIONAL YEARS
First Professional Year
First Term Second Term
Class Name Class No. Credits Class Name Class No. Credits
Introductory Biochemistry and 01:694:301 3 Molecular Biology and Pharmaceutical 30:158:315 3
Molecular Biology Biotechnology
Pathophysiology 30:718:304 3 Introduction to Biopharmaceutics & 30:721:430 4
Pharmacokinetics
Introduction to Pharmaceutics & Lab 30:721:301 4 Pharmacology and Pharmacogenetics 30:718:320 3
Pharmaceutical Chemistry 30:715:307 2 Drug Delivery and Lab 30:721:320 4
Foundations of Pharmacy Care 30:725:320 4 iPASS I 30:725:321 3
Professional Electiveᶟ 2 Professional Electiveᶟ 2
LEAP-Ahead Documentation Portfolio I4 30:725:304 0.5 LEAP-Ahead Documentation Portfolio II4 30:725:305 0.5
16-18.5 17-19.5
ᶟ Students must complete five professional electives during the six semesters for the first through third professional years. Students in the class of 2018
and later must complete one clinical professional elective.
Summer Term
Class Name Class No. Cred. Hrs.
Introductory Pharmacy Practice 30:725:330 2
Experience
Second Professional Year
First Term Second Term
Class Name Class No. Credits Class Name Class No. Credits
Pharmaceutical Microbiology 30:158:420 3 Medicinal Chemistry II 30:715:410 3
Medicinal Chemistry I 30:715:409 3 Renal Pharmacotherapy 30:720:445 2
Literature Evaluation and Application 30:725:470 2 Infectious Diseases Pharmacotherapy 30:720:446 4
Pulmonary Pharmacotherapy 30:720:440 2 Sterile Compounding 30:725:489 2
Hematology Pharmacotherapy 30:720:441 1 Pharmacy Practice Management 30:725:308 3
Cardiology Pharmacotherapy 30:720:442 4 iPASS III 30:725:433 2
iPASS II 30:725:432 2 Professional Electiveᶟ 2
LEAP Seminar 30:725:404 0 LEAP Seminar 30:725:405 0
17 16-18
ᶟ Students must complete five professional electives during the six semesters for the first through third professional years. Students in the class of 2018
and later must complete one clinical professional elective.
Summer Term
Class Name Class No. Cred. Hrs.
Intermediate Pharmacy Practice 30:725:480 2
Experience
Continued on next page.
16 | P a g eThird Professional Year
First Term Second Term
Class Name Class No. Credits Class Name Class No. Credits
Endocrine and Reproductive Psychiatric and Behavioral
Pharmacotherapy 31:720:540 2 Disorders Pharmacotherapy 31:720:545 2
Gastrointestinal, Hepatic and Nutrition Neurology Pharmacotherapy 31:720:546 3
Pharmacotherapy 31:720:541 2 Immunology, Ocular, and
Oncology Pharmacotherapy 31:720:542 3 Dermatology Pharmacotherapy 31:720:547 1
Principles of Pharmaceutical 31:725:540 3 Poison Management and
Economics Drug Abuse 31:725:515 3
Self Care and Home Care 31:725:550 3 Pharmacy Law and Bioethics 31:725:545 4
iPASS IV 31:725:534 2 iPASS V 31:725:535 2
Professional Electiveᶟ 2 Professional Electiveᶟ 2
LEAP Seminar 31:725:504 0 LEAP Seminar 31:725:505 0
15-17 15-17
ᶟ Students must complete five professional electives during the six semesters for the first through third professional years. Students in the class of 2018
and later must complete one clinical professional elective.
All curriculum requirements of the first five years must be successfully completed before students may register for any Terminal Year
rotations.
Students need to complete at least (8) experiential rotations during the Terminal Year of the Program. Additional rotations may be completed
after consultation with the Director of Professional Experience Program. Note Fourth Professional Year begins in the summer following
Spring of the Third Professional year (see below).
Fourth Professional Year
Summer Term
Class Name Class No. Cred. Hrs.
Adv. Practice Experience I 31:725:791 5
Adv. Practice Experience II 31:725:792 5
Adv. Practice Experience III 31:725:793 5
15
Fall Term Spring Term
Class Name Class No. Cred. Hrs. Class Name Class No. Cred.
Hrs.
Adv. Practice 31:725:794 5 Adv. Practice 31:725:797 5
Experience IV Experience VII
Adv. Practice 31:725:795 5 Adv. Practice 31:725:798 5
Experience V Experience VIII
Adv. Practice 31:725:796 5 Adv. Practice 31:725:799 5
Experience VI Experience IX
Leap-Ahead Documentation 31:725:614 1 Leap-Ahead Documentation Portfolio 31:725:615 1
Portfolio VII4 Portfolio VIII4
Pharmacy Reflection Seminar I 31:725:616 1 Pharmacy Reflection Seminar II 31:725:617 1
17 12
4
Note that work on the portfolio begins during the IPPE courses, continues during APPE courses, and is completed and submitted for grading during the
final semester of the P4 year.
17 | P a g eEXPERIENTIAL COMPONENT OF THE CURRICULUM
As listed in the professional curriculum above, the experiential based course work occurs throughout the professional
curriculum beginning in the summer after the first professional year. The experiential coursework is routinely identified by
graduating students as the most valuable part of the curriculum. During the Introductory, and Advanced Pharmacy
Practice experiences you will be learning in an actual pharmacy practice setting rather than the classroom and
representing the Ernest Mario School of Pharmacy, the following requirements and responsibilities apply:
1. Professional behavior and communications at all times to all preceptors and School personnel. Cell phones are not to
be used while on rotations except during lunch or breaks or as directed by preceptors. The Associate Dean for the
Professional Experience Program may be contacted to notify a student of any emergency while on rotations. The
number is 848-445-6818.
2. Adherence to all federal and state laws governing the practice of pharmacy.
3. Adherence to all federal and state laws governing personal conduct (i.e. illegal drug use, fraud, etc). Students found to
have committed a felony or misdemeanor of any kind will be referred to appropriate authorities, including University
Judicial Affairs.
4. Ethical conduct at all times.
5. All travel, lodging, parking, food, and other expenses incurred during rotations are the student’s sole responsibility.
6. Some sites may have “special arrangements or additional requirements” to host a student on rotation. These “special
arrangements or requirements” may involve additional non-disclosure forms, Student Volunteer Service agreements,
supporting documents of citizenship (social security card) or student visa status, travel time with personal vehicle,
parking fees, additional health screens, which may include drug testing and/or a criminal background check, prior to the
student beginning their rotation. Students must comply with any additional requirements or arrangements required by
site or be reassigned
7. Students who have a positive criminal background check may be required to do additional criminal background checks
and/or drug screens prior to their acceptance by certain sites—this is at the discretion of the site and preceptor for the
particular rotation. Refusal to comply will result in the student not being accepted for rotation at that site and may result
in inability to be assigned for required rotations. Compliance of CBC, UDS required as stated on Page 26.
8. All students are required to attend annual rotation orientations as scheduled by the Associate Dean of the Professional
Experience Program. Failure to attend will result in forfeiting the designated rotation.
9. Introductory Pharmacy Practice Experience rotations are 4 weeks in duration and Advanced Pharmacy Practice
Experience rotation are 5 weeks in duration. As such these courses do not follow the normal registrar’s withdrawal
schedule. For more information on withdrawing, please contact the Office of Academic Services and the Professional
Experience Program Coordinator at the number above.
10. Health Requirements: Each year, prior to the beginning of the experiential component for IPPE Comminity (for P1
students) Hospital/Institutional (for P2 students) & APPE (for P3 students) Rotations, students must attain a Health
Certification which includes TB testing, documentation of vaccinations and/or titers along with a physical exam
completed by a U.S. health care provider. Documentation needs to be submitted to EMSOP along with uploading
information in students’ Rutgers Health Portal. This prerequisite, as well as all requirements for
18 | P a g erotations, will be discussed annually during rotation information sessions scheduled in the fall semester. Please contact
the Experiential Office at 848-445-6818.
PROFESSIONAL ELECTIVES
Five professional electives must be completed successfully as part of the Doctor of Pharmacy Program. While every effort
is made to monitor the student’s progress in this regard, it is ultimately the student’s responsibility to see that he/she
completes the required number of electives.
Students will be notified by email of the Professional Electives offered to their class just before registration. Professional
elective courses are often designed to utilize teaching methods involving a small student to teacher ratio and thus are
limited in size. While students will be able to enroll in an elective each semester where it is required, it cannot be
guaranteed that all students can take the more popular electives once the registration limit is reached.
Students may complete up to two research electives with a faculty member in satisfying the professional elective
requirements. Information regarding the type of research being conducted by faculty is available online at
https://pharmacy.rutgers.edu/research/
All research electives are taken for letter grades. It is imperative that any research done for degree credit be completed
within the time frame of the semester. Delays in the recording of grades will affect the student’s date of graduation.
Students will be expected to conduct 84 hours of research over the course of the semester. This breaks down to
approximately 6 hours of work per week. The actual meeting times when the research is to be conducted is determined by
the student in consultation with the professor.
To enhance the robust and well rounded experience our curriculum provides, students in the incoming P1 class (Class of
2018) and those thereafter will be required to reserve at least 2 professional elective credits for a clinical elective.
Students who have previously chosen to complete these electives have experienced a much easier transition into the
APPE rotation sequence and have performed stronger than their peers, especially in early clinical experiences. These
electives are designed to develop problem solving, critical thinking, communication and clinical decision making skills
through a small classroom, active learning environment and focus on application of knowledge to clinical situations.
Electives that would currently fulfill the 2 credit clinical elective requirement include the following:
30:725:485 Herbals and Alternative Medicine
31:725:484 Women's Health Issues
31:725:527 Ambulatory Care: Applying Key Concepts
31:725:561 Pediatric Pharmacy Practice
31:725:563 Gerontology Pharmacy Practice
31:725:576 Emergency Medicine Pharmacotherapy
31:725:577 Concepts in Palliative Care and End-of-Life Care
31:725:578 Strategies in HIV Therapeutics
31:725:579 Advanced Pharmacotherapy Applications
31:725:581 Concepts in Psychiatric Pharmacotherapy
31:725:582 Critical Care Pharmacotherapy
Please be aware that with current space resources and pre-requisites the class are only available in the P3 year. Also
note that the number of professional electives is unchanged at five courses, however one of the five must be from the list
above.
19 | P a g eDEGREE REQUIREMENTS
The degree of Doctor of Pharmacy is awarded to a pharmacy student by the university upon the recommendation of the
faculty of the Ernest Mario School of Pharmacy. Recommendation is contingent upon the student's fulfillment of the
following requirements:
1. Completion of the six-year curriculum for the doctoral degree
2. Cumulative grade-point average must be greater than 2.500, and the cumulative professional grade-point average
must be greater than 2.500
3. Professional grade-point average in the terminal year must be greater than 2.500
4. Completion of four years of full-time study for the doctoral degree at an accredited college of pharmacy, the last year of
which must have been spent at the Ernest Mario School of Pharmacy
5. Candidate must be adjudged by the faculty to be of good ethical character and properly equipped for the profession of
pharmacy
6. Candidate must submit the Graduating Student Survey developed by the American Association of Colleges of
Pharmacy and the Accreditation Council for Pharmacy Education by the diploma application approval date.
SCHOLASTIC STANDING REQUIREMENTS
Academic Review. Student academic performance is reviewed each semester by the Scholastic Standing Committee,
which is composed of appointed faculty of the school. The faculty must ratify any recommendations made by the
committee before a student's academic status is changed.
Standards. In general, students are expected to earn a GPA of 2.800 in the pre-professional years, 2.500 in the
professional years, with no grades of D or F. Students failing to achieve this GPA and grade expectation will be evaluated
as described below. Failure to maintain the school's academic progression standards is grounds for dismissal,
suspension, or placement on academic probationary status. A dismissal recommendation also may be based upon poor
academic performance during any single term, regardless of any prior scholastic status, or after a student has spent prior
terms on probation. The review by the committee will look both at GPA and poor grades. Students may be dismissed who
are meeting the GPA requirement but have accumulated a significant number of D or F grades.
Satisfactory academic progression is defined as:
1. Achieving a minimum 2.800 term and cumulative grade-point average at the end of each academic term for the
first two years of the pre-professional program.
2. Achieving a 2.800 cumulative grade-point average at the end of the second year prior to progressing to the
professional portion of the curriculum.
3. Maintaining a minimum 2.500 term, cumulative and professional grade-point average throughout the professional
portion of the program. The professional grade-point average is the average based on courses offered in Schools
30 and 31.
4. Achieving grades of C or better in the core science courses and labs during the pre-professional years. Core
science courses include general chemistry, organic chemistry, biology, integrated organ physiology.
5. Achieving grades of C or better in Expository Writing I and a second approved writing course.
6. Achieving grades of C or better in Introductory/Intermediate Pharmacy Practice Experience or Advanced
Pharmacy Practice Experience coursework.
7. Not accumulating a significant number of poor grades (D and F).
20 | P a g eEntry into the first professional year (third year) of the program requires a minimum cumulative grade-point average of
2.800 and completion of all course work from the pre-professional portion of the curriculum, including humanities, social
sciences, core mathematics, science, and writing courses. The School of Pharmacy does not allow E prefixing unless a
course is designated as remedial. Thus both original and repeated grades and credits are included in the GPA for
repeated courses. Successful completion of an interview and writing assessment is required for entry into the first
professional year.
Students who earn a grade of D or F in a course may be required, at the discretion of the Scholastic Standing Committee,
to repeat the course; however, both the original grade and the new grade are counted in the grade point average and
degree credit calculations. Grades in any repeated courses must be a C at a minimum. Grades of D in any of the core
science courses in the pre-professional years or Introductory/Intermediate/Advanced Pharmacy Practice Experiences
must be repeated for a grade of C at a minimum. Grades higher than a C in repeated courses may be stipulated by the
Scholastic Standing Committee or be necessary to achieve the GPA progression standard. Students are generally only
allowed to attempt repeating a course once. Accumulation of several grades of D or below may result in any of the actions
below. Students are expected to meet the above academic progression standards at the end of each academic term and
by the end of the academic year. The above standards are applied to students based on courses completed and the
sequence of courses outlined in the Doctor of Pharmacy curriculum. Students may be allowed to complete course work in
the following Summer Session in order to meet the above academic progression standards if equivalent summer courses
are available at Rutgers. Students must have prior approval from the Scholastic Standing Committee before initiating
summer course work related to curricular deficiency (see the section on Academic Progress). Students pursuing course
work during the summer are expected to meet the above academic progression standards.
Academic Progress. Students are expected to follow the sequence of courses specified in the Doctor of Pharmacy
curriculum approved by the faculty. Failure to follow the approved curriculum will result in a dismissal or placement on
academic probationary status. Students may be allowed to depart from the curriculum based on placement exams,
Scholastic Standing Committee actions, disciplinary actions, technical errors, and/or extenuating circumstances.
Students must receive prior approval from the academic dean before deviating from the curriculum.
Probation. Placement on probation means that the student is scholastically deficient and is continuing his or her
education with the understanding that he or she must improve the level of work and meet the conditions of probation set
by the Scholastic Standing Committee and approved by the faculty of the Ernest Mario School of Pharmacy. Students on
probation must meet any conditions set by the Scholastic Standing Committee and approved by the school faculty, such
as:
1. maintaining a specific term, cumulative, or professional average for one or more terms
2. repeating certain courses
3. carrying a reduced load for one or more terms
4. curtailing certain extracurricular activities
In addition, students on probation must attend all scheduled classes and laboratory sessions (unauthorized absence may
lead to immediate dismissal) and carry no more than the normal class and curriculum course load. Students are removed
from probation after they have achieved a satisfactory scholastic record.
Academic Suspension. A student may be suspended for one or two terms based upon academic reasons. This action
may be used when a term's academic performance requires that work be repeated before progressing in the program.
Remaining out of school for the intervening period may be required either due to the lack of availability of professional
courses or simply because it is in the best interest of the student. Through the readmission procedure, the student may
return at the end of the designated period of suspension earlier described.
Dismissal. Students are informed in writing of academic dismissal if they fail to meet the conditions of probation or if they
have an exceedingly poor term record even though they may not have been previously on probation. Dismissed students
wishing to pursue a degree in another field at Rutgers may be allowed a "carry" semester during which they can take non-
pharmacy courses and must apply to another unit by the School-To-School Transfer process. Dismissed students who are
not accepted by another unit at the end of the carry semester will be permanently dismissed from the University at the end
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