TECHNICAL STANDARDS FOR ADMISSION, RETENTION, and GRADUATION=
University of
Introduction
The educational objectiv= e of the Doctor of Pharmacy (Pharm.D.) degree program at the University of Tennessee= College of Pharmacy is to prepare students for the practice of pharmacy. Students admitted to, as well as those continuing in the Pharm.D. program, must have= the intellectual, emotional, and physical abilities, with reasonable accommodat= ions provided to those with disabilities, to acquire the knowledge, behaviors, clinical and technical skills to successfully complete the curriculum in preparation for licensure as a practicing pharmacist. Further, the safety of the patient, on whom the professional education process is primarily focuse= d, must be ensured as the final and ultimate consideration. Therefore, it is essential for competent patient care to require students to meet minimum technical standards in their pharmacy education.
The technical standards =
outlined
below specify those attributes the faculty considers necessary for initiati=
ng,
continuing, or completing a high quality pharmacy education program, thus
enabling each graduate to enter practice. The awarding of the Pharm.D. degr=
ee
signifies that the holder is prepared to enter into the practice of pharmac=
y.
The faculty has the responsibility to monitor the maintenance of these
standards. Students must be able to independently perform all of the descri=
bed
functions. In addition, any conditions that pose a current or potential ris=
k to
the safety and well being of patients or colleagues must be formally disclo=
sed
prior to enrollment in the
The five standards liste=
d below
describe the essential functions students must demonstrate in order to fulf=
ill
the requirements of a pharmacy education, and thus, are prerequisites for entrance
to, continuation in, and graduation from the
̶= 6; Observation
̶= 6; Communication
̶= 6; Sensory and Motor Coordination and Function
̶= 6; Intellectual, Conceptual, Integrative, and Quantitative Abilities
̶= 6; Behavioral and Social Attributes
Each item is described in further detail below.
Technical Standards
Observation
Stude= nts must be able to observe demonstrations and experiments, including but not limited to, the basic and pharmaceutical sciences and medical illustrations and mod= els. They must be able to directly and accurately observe a patient’s phys= ical condition, noting nonverbal as well as verbal signals. The student must be = able to obtain a history and perform appropriate physical assessments and to correctly integrate the information obtained from these observations to dev= elop an accurate therapeutic plan. They must be able to prepare medications for dispensing to patients and observe the activities of technical staff operat= ing under their supervision.
This observation necessitates the functional use of the sense of vision, hearing, and other sensory modalities.
Communication
The s= tudent must be able to communicate in oral and written English with patients, the patient’s family members or caretaker, and other health care practiti= oners. Students must be able to communicate quickly, effectively, and efficiently = with the faculty and all members of the healthcare team when the time available = is limited in order that decisions based upon these communications can be made rapidly.
Sensory and Motor Coordination and Function
A stu= dent must have sufficient motor function and skills to perform basic tasks in the practice of pharmacy. These tasks include, but are not limited to, motor function sufficient to monitor drug responses, accurately compound and prep= are sterile and non-sterile dosage forms, elicit information from patients using basic patient assessment skills such as palpation, auscultation, percussion, and other diagnostic maneuvers, provide general care and emergency treatmen= t to patients (e.g., first aid treatments, cardiopulmonary resuscitation), perfo= rm basic laboratory tests (e.g., blood glucose concentrations), and administer immunizations.
Intellectual, Conceptual, Integrative, and Quantitative Abilities
A stu= dent must possess sufficient intellectual, conceptual, integrative, and quantitative abilities to complete a rigorous and intense didactic and experiential curriculum. They must be able to learn through a variety of modalities including, but not limited to, classroom instruction, small group activitie= s, individual study, preparation and presentation of reports, and use of compu= ter technology. A student must be able to memorize, measure, calculate, reason, analyze, synthesize, and apply complex information. They must also be able = to comprehend spatial relationships and three-dimensional models.
Behavioral and Social Attributes
Stude= nts must possess the emotional and mental health required for full use of their intellectual abilities, the exercise of good judgement, the prompt completi= on of all responsibilities attendant to didactic and experiential education, a= nd the development of mature, sensitive, and effective relationships with pati= ents and healthcare professionals of differing cultures and backgrounds. Compass= ion, integrity, kindness, patience, interpersonal skills, and motivation are required of all students.
Stude= nts must be of sufficient emotional health to be able to tolerate physically, intellectually, and emotionally taxing workloads and to function effectively under stress or with distractions thus enabling them to adapt to circumstan= ces and situations that may change rapidly without warning and/or in unpredicta= ble ways.
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