Students beginning as freshmen pre-professional students in Fall 2013 or thereafter will follow the new Pharm.D. curriculum.
The Pharm.D. curriculum begins with a minimum of two years of studies in the liberal arts and sciences. Studies in the physical and biological sciences and mathematics in the pre-professional years prepare the student for studies in the pharmaceutical and biomedical sciences in the professional phase of the curriculum. Studies in the humanities and social sciences provide that common and universally accepted body of knowledge all educated men and women are expected to acquire, irrespective of vocational or professional objectives. Thus, the curriculum offers students the opportunity to develop an understanding of the relationships among the arts and sciences and to apply that understanding to human concerns in their professional and personal lives.
The pre-professional phase of the program, offered through LIU Brooklyn’s Richard L. Conolly College, consists of a minimum of four semesters of coursework in the liberal arts and sciences. Successful completion of two years of pre-professional study (P-1 and P-2) provides the foundation for admission to the professional pharmacy curriculum. The course sequence for the pre-professional phase is listed below. For course descriptions, please refer to the LIU Brooklyn undergraduate bulletin.
Credentials of students attending other colleges for the pre-professional phase of the program will be evaluated on an individual course basis, and transfer credit will be granted for those courses meeting the requirements of LIU Pharmacy. Only those pre-professional students who meet the progression requirements, as outlined under the heading of Admission, will be admitted to the first professional year of study in LIU Pharmacy. While the pre-professional phase of the program is designed to be completed in two academic years, students requiring proficiency and skills courses may have a lengthened course of study.
The professional segment of the Doctor of Pharmacy program consists of six semesters of didactic and early experiential coursework and an extramural sixth year of 40 weeks of advanced practice experiences, which students complete in hospital, community and other pharmacy practice settings. The professional program provides the specialized education necessary to develop expertise in the ever-broadening field of pharmacy and prepares the student for professional licensure examinations.
All professional courses must be taken in residence.
There is no transfer credit for any professional-level course.
The professional phase of the curriculum consists of studies in the pharmaceutical and biomedical sciences that are of such depth, scope, timeliness, quality, sequence and emphasis as to provide the foundation for and support of the intellectual and clinical objectives of the professional program. Most of the courses in the biomedical and pharmaceutical sciences are part of a sequence and, as such, are coordinated within a lock-step approach, i.e., students master a given topic after which additional material is presented to bring the student to a higher level. Within each discipline, the courses are vertically and horizontally integrated and coordinated to ensure that the curricular endpoints and specific course objectives are met. Studies in the behavioral, social and administrative pharmacy sciences provide the basis for understanding and influencing human behavior in health and disease, in the management process of pharmacy, and in pharmacy’s interrelationships with health-care systems. Courses in these sciences provide the knowledge, skills, abilities, attitudes and values necessary for the efficient and effective management of patient-centered practice.
Studies in pharmacy practice develop the understanding of important disease states and rational therapeutics of these conditions. The coursework is designed to develop the abilities of students to utilize pathophysiologic, pharmacotherapeutic and pharmacoeconomic principles to formulate pharmaceutical care plans for patient management. Development of pharmaceutical care plans includes problem identification, data collection and evaluation, implementation of appropriate therapy, and monitoring patient outcomes based upon the patient’s biopsychosocial needs. Additionally, studies in pharmacy practice prepare the student to effectively utilize pharmaceutical information sources and data bases that are necessary, in the course of pharmacy practice, to physically assess patients who are about to receive or are receiving medications, and to administer medications via various routes such as injection and inhalation.
A major change with the new curriculum compared with the one currently in place, is the merger of pharmacology/medicinal chemistry/toxicology with pharmacotherapeutics. Long-wished by our student body and the most common curricular model found throughout the United States, this approach will provide an opportunity for students to learn pharmacologic principles and other relevant items about each medication immediately before learning to apply that knowledge and provide direct patient care. Also new is the use of a modified block schedule. Specifically, not all courses will be conducted over the course of the entire semester. Rather, some courses will be offered over fewer weeks, with a corresponding increase in the number of hours per week devoted to that offering. So, for example, a course might be taught for nine hours per week for five weeks rather than three hours per week for 15 weeks.
The revised curriculum also places a much greater emphasis on the biological sciences such as molecular biology, human genetics, and pharmacogenomics. Staples in the curriculum such as the pharmaceutical sciences, compounding/dispensing laboratories, and the social and administrative sciences are present as well. Finally, the faculty is committed to providing the student body with more active learning opportunities to enhance life-long learning and to allow students to play a larger role in their development.
The experiential education components of the professional program are of such intensity, breadth and duration as to support the achievement of the curricular endpoints. Experiential education begins virtually the first day the student enters the professional program and continues until graduation. Introductory pharmacy practice experiences (IPPEs) are offered during the early sequencing of the curriculum for purposes of providing transitional experiential activities and active learning. The IPPE begins with a visitation program in the students’ first professional semester and provides an orientation to the practice of pharmacy and the provision of pharmaceutical care in a number of environments. In the second professional year IPPEs offer students the opportunity to develop pharmaceutical care plans for patients, counsel patients about prescription and nonprescription items, interact with health-care professionals and assist in the dispensing of prescriptions. The advanced pharmacy practice experiences (APPE) in the final year of the professional curriculum provide students with active participation and in-depth experiences to acquire practice skills and judgment to develop the level of confidence and responsibility needed for independent and collaborative pharmacy practice.
These experiences serve as a capstone and require students to utilize all knowledge, skills, attitudes and behaviors previously learned. A wide range of advanced practice experiences is offered. The core experiences ensure that students have developed the competency to participate in the drug use decision making process, to select the correct medication and dosage for a given situation, to interact with health-care professionals and peers, to communicate with patients and/or care-givers, to solve issues related to the rational use of medications and document them, to utilize drug information skills to respond to queries, to assist pharmacists in dispensing commercially available as well as extemporaneously prepared medications, and to develop in-depth pharmaceutical care plans. The elective advanced practice experiences continue this process, yet allow students to fulfill individual professional needs.