By Franklin R. Cole, Ph.D. - College of Pharmacy - Idaho State ...
By Franklin R. Cole, Ph.D. - College of Pharmacy - Idaho State ...
By Franklin R. Cole, Ph.D. - College of Pharmacy - Idaho State ...
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Table <strong>of</strong> Contents<br />
Calendar --------------------------------------------------------------------------------------- 1<br />
History <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy -------------------------------------------------- 3<br />
Welcome from the Dean ------------------------------------------------------------------ 5<br />
Welcome from the Associate Dean ----------------------------------------------------- 6<br />
Doctor <strong>of</strong> <strong>Ph</strong>armacy Curriculum ------------------------------------------------------- 7<br />
Fees ------------------------------------------------------------------------------------- 8<br />
Program Structure ----------------------------------------------------------------- 8<br />
Assessment --------------------------------------------------------------------------- 8<br />
General Abilities and Competencies ------------------------------------------ 8<br />
<strong>Ph</strong>arm. D. Program Goals ------------------------------------------------------ 8<br />
Assessment Endpoint Abilities & Competencies ------------------------- 10<br />
Accreditation -------------------------------------------------------------------------- 10<br />
Mission, Values -------------------------------------------------------------------- 11<br />
Vision ----------------------------------------------------------------------------------- 12<br />
Case Studies in <strong>Ph</strong>armacy -------------------------------------------------------- 12<br />
Policies and Procedures<br />
General Education ------------------------------------------------------------------ 12<br />
Program Modifications ----------------------------------------------------------- 12<br />
Petitions ------------------------------------------------------------------------------- 13<br />
Americans with Disabilities Act (ADA) Resource Center -------------- 13<br />
Dean’s List --------------------------------------------------------------------------- 13<br />
Student Conduct<br />
Academic Dishonesty --------------------------------------------------------------- 13<br />
Student Appeals --------------------------------------------------------------------- 15<br />
Pr<strong>of</strong>essional Conduct Policy ----------------------------------------------------- 17<br />
Progressions and the “2-D Rule” ----------------------------------------------- 18<br />
Advising, Electives ----------------------------------------------------------------- 19<br />
Concerns or Complaints ----------------------------------------------------------- 20<br />
HIPAA -------------------------------------------------------------------------------- 20<br />
Health Policy ------------------------------------------------------------------------ 21<br />
Relocate to Boise -------------------------------------------------------------------- 22<br />
Background Checks ---------------------------------------------------------------- 22<br />
Early <strong>Ph</strong>armacy Practice Experience (EPPE) ----------------------------- 22<br />
Advance <strong>Ph</strong>armacy Practice Experience (APPE) -------------------------- 22<br />
APPE Sites --------------------------------------------------------------------------- 22<br />
Liability Insurance ----------------------------------------------------------------- 23<br />
Nametags ---------------------------------------------------------------------------- 23<br />
Registered <strong>Ph</strong>armacist ----------------------------------------------------------- 23<br />
<strong>State</strong> Boards <strong>of</strong> <strong>Ph</strong>armacy ---------------------------------------------------------------- 23<br />
Other Programs<br />
Residencies and Fellowships ---------------------------------------------------- 24<br />
Graduate Programs ---------------------------------------------------------------- 24<br />
Combined Programs -------------------------------------------------------------- 24<br />
Nontraditional Doctor <strong>of</strong> <strong>Ph</strong>armacy ------------------------------------------ 25<br />
Financial Aid<br />
WICHE Funding & Non-Resident Tuition Waivers ---------------------- 25<br />
Scholarships ------------------------------------------------------------------------- 26<br />
Resources and Events<br />
Student Lounge --------------------------------------------------------------------- 27<br />
Computer Use/Literacy, E-Mail ----------------------------------------------- 27<br />
Access to <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy (Leonard Hall) --------------------------- 27<br />
<strong>Ph</strong>armacy Fair , <strong>Ph</strong>onathon & Chemical Dependency Seminar ------ 27<br />
Committees --------------------------------------------------------------------------- 28<br />
Student Organizations -------------------------------------------------------------------- 29<br />
Pr<strong>of</strong>essional Organizations -------------------------------------------------------------- 30<br />
Faculty and Staff ---------------------------------------------------------------------------- 32<br />
Code <strong>of</strong> Ethics for <strong>Ph</strong>armacists ---------------------------------------------------<br />
Health Status Form --------------------------------------------------------------------<br />
Learning Objectives & Report 200 hours Forms -------------------------------<br />
Confidentially Understanding ------------------------------------------------------<br />
36<br />
37<br />
38<br />
41<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 0
Fall Semester<br />
August 2006<br />
4 Summer Commencement<br />
14 - 15 Faculty Retreat<br />
17 P-1 Orientation & White Coat Ceremony, 6PM<br />
18 P-1 Orientation & Drug Awareness Seminar<br />
18 Disenrollment for nonfee payment<br />
21 Classes begin<br />
30 Back to School Picnic<br />
September 2006<br />
1 Last day to add/drop<br />
4 Labor Day Holiday<br />
7 Student Senate Meeting<br />
21 Student Senate Meeting<br />
23 Homecoming Parade<br />
29 – Oct 1 ISHP Annual Conference, Sun Valley, ID<br />
October 2006<br />
4 - 7 NABP/AACP Meeting, Anaheim, CA<br />
5 Student Senate Meeting<br />
7 - 11 108th NCPA Annual Convention, Venetian, Las Vegas<br />
19 Student Senate Meeting<br />
19 - 20 <strong>Ph</strong>armacy Fair CE Lectures & Exhibits<br />
21 Dean's Advisory Council Meeting - LH 162<br />
26 – 29 ACCP Annual Meeting, St. Louis, Missouri<br />
29 – Nov 2 AAPS Annual Meeting and Exposition, San Antonio<br />
November 2006<br />
2 Student Senate Meeting<br />
tba Preregistration for spring semester<br />
16 Student Senate Meeting<br />
15 - 18 ASCP 37th Annual Meeting and Exhibition, <strong>Ph</strong>oenix, AZ<br />
20 - 25 Thanksgiving Holiday Break (staff 23 & 24 only)<br />
December 2006<br />
7 Student Senate Meeting<br />
1 Last day to withdraw from University<br />
3 - 7 ASHP Midyear Clinical Meeting, Anaheim, Orange County, CA<br />
9 - 15 Finals week<br />
25 – 26 & 29 Classified Staff Christmas Holiday<br />
1 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Spring Semester<br />
January 2007<br />
2 New Year’s Holiday<br />
8 Classes Begin<br />
15 Martin Luther King/<strong>Idaho</strong> Human Rights Holiday<br />
18 Student Senate Meeting<br />
tba ISU Day at the Capitol<br />
February 2007<br />
1 Student Senate Meeting<br />
4 - 7 AACP Interim Meeting, Arlington, Virginia<br />
9 Deadline to file for May Graduation<br />
15 Student Senate Meeting<br />
19 Presidents' Day (no classes)<br />
23 Spaghetti Dinner & Raffle, ISU Pond Student Union<br />
March 2007<br />
1 Student Senate Meeting<br />
12 - 17 Spring Break<br />
22 Student Senate Meeting (one week late due to spring break)<br />
tba Dean’s Advisory Council<br />
16 - 19 Annual American <strong>Ph</strong>armacists Association Meeting, Atlanta<br />
April 2007<br />
5 Student Senate Meeting<br />
tba Preregistration for fall semester<br />
19 Student Senate Meeting<br />
22 - 25 ACCP Spring Meeting, Memphis, TN<br />
May 2007<br />
3 Student Senate Meeting<br />
5 - 11 Finals week<br />
10 Golf tournament & End-<strong>of</strong>-the-year Picnic<br />
11 <strong>Ph</strong>armacy Banquet<br />
12 Commencement<br />
28 Memorial Day<br />
June – July 2007<br />
23 - 27 ASHP Annual Meeting, San Francisco, CA<br />
14 - 18 AACP Annual Meeting, Lake Buena Vista, FL<br />
7 - 10 Tri-<strong>State</strong> <strong>Ph</strong>armacy Meeting, Coeur d’ Alene, ID<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 2
History <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
In May 1918 Eugene O Leonard was named to<br />
develop a program in pharmacy at the <strong>Idaho</strong><br />
Technical Institute in Pocatello, <strong>Idaho</strong>. Mr.<br />
Leonard served initially as director <strong>of</strong> the Division<br />
<strong>of</strong> <strong>Ph</strong>armacy and later as dean <strong>of</strong> the<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy, serving with distinction<br />
until 1948. Classes in the two-year pharmacy<br />
program leading to the <strong>Ph</strong>.G. (<strong>Ph</strong>armacy<br />
Graduate) were first <strong>of</strong>fered in September<br />
1920. Four students were enrolled in the first<br />
class. <strong>By</strong> 1922 the <strong>Ph</strong>.C., a three-year program,<br />
was also <strong>of</strong>fered.<br />
<strong>Ph</strong>.D. programs, and 11 residents and 2 fellows<br />
are currently enrolled in the postdoctoral<br />
training programs.<br />
During the twenties, the pharmacy program<br />
was admitted to the Conference <strong>of</strong> <strong>Ph</strong>armaceutical<br />
Faculties <strong>of</strong> the American <strong>Ph</strong>armaceutical<br />
Association, a forerunner <strong>of</strong> the<br />
American Association <strong>of</strong> <strong>College</strong>s <strong>of</strong> <strong>Ph</strong>armacy<br />
(AACP).<br />
For the fall term <strong>of</strong> 1929, the school began <strong>of</strong>fering<br />
the four-year BS degree in pharmacy<br />
under the banner <strong>of</strong> the Southern Branch <strong>of</strong><br />
the University <strong>of</strong> <strong>Idaho</strong>. In 1932 the BS degree<br />
in pharmacy was mandatory in all states<br />
for licensure in pharmacy. During World War<br />
II, accelerated programs were <strong>of</strong>fered, and<br />
three classes each year were graduated.<br />
<strong>Ph</strong>armacy Building, circa 1950. Built in 1942 and renamed Leonard Hall in 1951.<br />
<strong>Ph</strong>armacy Building, circa 1950, Built in 1942<br />
and renamed Leonard Hall in 1951.<br />
The pharmacy program was initially housed<br />
in Swanson Hall. In 1926 it was moved to the<br />
basement <strong>of</strong> Faris Hall, and in 1928 to the<br />
newly constructed Baldwin Hall. In 1942 the<br />
program was moved to its present location in<br />
the newly completed Leonard Hall, which was<br />
built with a state appropriation <strong>of</strong> $175,000.<br />
As is the case at other pharmacy colleges, enrollment<br />
has fluctuated considerably over the<br />
years. <strong>By</strong> 1925 the enrollment was forty.<br />
<strong>By</strong> 1939 the enrollment had increased to 133<br />
students, and by 1942, it was 185. Enrollment<br />
decreased during World War II, but after the<br />
war, returning servicemen received federal<br />
support under the GI Bill, and enrollment<br />
surged to more than 360 students by 1948. <strong>By</strong><br />
1952 enrollment had declined to pre-war levels<br />
<strong>of</strong> about 180 students. As a result <strong>of</strong> the<br />
Federal Health Pr<strong>of</strong>essions Scholarship Program<br />
(Capitation Program), enrollment<br />
reached a second post war peak <strong>of</strong> 337 students<br />
in 1976. Currently 313 students are enrolled<br />
in the Doctor <strong>of</strong> <strong>Ph</strong>armacy program, 209<br />
in the traditional pathway and 104 in the nontraditional<br />
pathway. Additionally, 17 graduate<br />
students are enrolled in the M.S. and<br />
Emmons E. Roscoe, a faculty member for some<br />
twenty-five years, succeeded Dean Leonard in<br />
1948. Dean Roscoe resigned the deanship in<br />
1954, and was replaced by Dr. Ivan W. Rowland.<br />
Dr. Rowland resigned in 1956 to serve<br />
as founding dean <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
at the University <strong>of</strong> the Pacific in Stockton,<br />
California. Dr. Rowland took several faculty<br />
members with him to Stockton, so five new<br />
faculty members were appointed in 1956, the<br />
year that Dr Laurence E. Gale became dean.<br />
Although the five-year B.S. in pharmacy did<br />
not become mandatory nationally until 1960,<br />
the <strong>College</strong> initiated this program in 1957;<br />
thus once again, the <strong>College</strong> was well ahead <strong>of</strong><br />
the nation in curricular evolution. Dean Gale<br />
called for establishment <strong>of</strong> a graduate program.<br />
A modest research program was initiated<br />
in 1957, and the Poison Information Center<br />
was established in 1958.<br />
John V. Bergen assumed the deanship in<br />
1963. Under his administration, the research<br />
program grew substantially, and a grant from<br />
the National Science Foundation was received.<br />
The first two MS degrees were conferred<br />
in 1964. Dr. Bergen called for addition<br />
<strong>of</strong> biochemistry courses in the <strong>College</strong> <strong>of</strong> Liberal<br />
Arts, and the development <strong>of</strong> a toxicology<br />
laboratory in the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy.<br />
3 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Dr. Frank P. Cosgrove became dean in 1968.<br />
Clinical pharmacy courses were introduced in<br />
the curriculum in 1970, and the first pharmacy<br />
administration faculty member was<br />
hired in 1975. The Drug Information Service<br />
was also established during Dr. Cosgrove’s<br />
tenure as dean, and library holdings and laboratory<br />
equipment were significantly enhanced.<br />
Dr. Cosgrove also advocated implementation<br />
<strong>of</strong> a <strong>Ph</strong>.D. degree.<br />
Dr. Ira W. Hillyard became dean in 1979. In<br />
1985, the <strong>Idaho</strong> legislature appropriated funds<br />
for a significant expansion <strong>of</strong> faculty. A commitment<br />
to consider a building project was<br />
also made at that time. In 1986, a decision<br />
was made to remodel Leonard Hall and add a<br />
small addition in two phases. A decision was<br />
also made in 1986 to <strong>of</strong>fer the Doctor <strong>of</strong> <strong>Ph</strong>armacy<br />
degree as the single entry-level pr<strong>of</strong>essional<br />
degree in pharmacy.<br />
In 1987 Dr. Arthur A. Nelson, Jr. was appointed<br />
dean. Dr. Nelson finalized the plans<br />
for the remodeling and shepherded the project<br />
to its completion. Under his guidance the college<br />
was restructured into two academic departments,<br />
and the Doctor <strong>of</strong> <strong>Ph</strong>armacy degree<br />
and the <strong>Ph</strong>.D. in <strong>Ph</strong>armaceutical Sciences<br />
were implemented. A nontraditional<br />
pathway to the Doctor <strong>of</strong> <strong>Ph</strong>armacy degree<br />
was also implemented during Dr Nelson’s<br />
tenure. Dr. Nelson resigned in 1994 to become<br />
the founding dean at Texas Tech University<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy in Amarillo,<br />
Texas.<br />
Barbara G. Wells, was appointed dean in<br />
1995. In addition to strengthening the teaching,<br />
research, and service programs, her deanship<br />
was committed to enhancing the physical<br />
plant and growth in scholarship endowments.<br />
Under Dr. Wells’ leadership, plans were finalized<br />
for a 10,000 square foot addition to Leonard<br />
Hall. This addition provided a muchneeded<br />
classroom, rooms for teaching in small<br />
groups, a research laboratory, faculty <strong>of</strong>fices,<br />
and an unfinished basement. For the first<br />
time, the clinical faculty were provided <strong>of</strong>fice<br />
space in Leonard Hall. Dr. Wells accepted a<br />
position as dean <strong>of</strong> the University <strong>of</strong> Mississippi<br />
School <strong>of</strong> <strong>Ph</strong>armacy in May 2001.<br />
In August 2001, Dr. Joseph F. Steiner assumed<br />
deanship. Dr. Steiner has completed a<br />
University <strong>of</strong> Michigan Medical Center <strong>Ph</strong>armacy<br />
Residency and has a Doctor <strong>of</strong> <strong>Ph</strong>armacy<br />
Degree from the University <strong>of</strong> Michigan. He<br />
is an active presenter and publisher and has<br />
been an author <strong>of</strong> successful grants for over<br />
two decades.<br />
The faculty and administration are currently<br />
planning a significant curricular revision that<br />
will help students integrate basic science concepts<br />
that underlie the application <strong>of</strong> pharmacotherapy<br />
principles, increase use <strong>of</strong> active<br />
learning strategies, promote life-long learning,<br />
<strong>of</strong>fer practice experiences earlier in the curriculum,<br />
and better develop critical thinking<br />
skills and communication skills. The graduate<br />
program continues to grow and prepares<br />
graduates for positions in academia, industry,<br />
and government. The postgraduate residency<br />
and fellowship program also continues to grow<br />
and prepares Doctors <strong>of</strong> <strong>Ph</strong>armacy for advanced<br />
practice and research in pharmacotherapy,<br />
geriatrics, ambulatory care, adult<br />
medicine, psychiatric pharmacy, and pharmacoeconomics<br />
in a variety <strong>of</strong> settings.<br />
Former Dean Frank Cosgrove, <strong>Ph</strong>.D., wrote<br />
a complete history <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
at ISU. For information on how to<br />
purchase the book, please contact the<br />
Dean’s <strong>of</strong>fice at the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 4
Welcome from the Dean<br />
You are tomorrow's pharmacists, pharmaceutical scientists, researchers, educators<br />
and leaders <strong>of</strong> the pr<strong>of</strong>ession. We are at the advent <strong>of</strong> the golden age <strong>of</strong> pharmacy.<br />
Consider: pharmaceutical sales have increased substantially each year driven<br />
partially by an aging population, the increasing prevalence <strong>of</strong> direct to consumer<br />
advertising, and the growing reliance on drug therapy as the standard <strong>of</strong> care.<br />
Americans filled over three billion prescriptions last year, and recent market<br />
studies indicate that this number will rise close to 8 percent per year. The<br />
mapping the human genome is being completed which will usher a new era in drug<br />
discovery, therapeutic application and pharmacy practice.<br />
Along with this increase in volume comes a corresponding need for pharmacists to manage pharmaceutical<br />
care at all levels <strong>of</strong> the nation’s health care system. Pr<strong>of</strong>essional opportunities for pharmacists<br />
are growing in response to the new awareness that modern, highly trained pharmacists bring<br />
added expertise to any setting in which they practice. Never have there been more varied career<br />
paths for pharmacy students to take upon graduation.<br />
The mission <strong>of</strong> the practice <strong>of</strong> pharmacy is the delivery <strong>of</strong> pharmaceutical care. <strong>Ph</strong>armaceutical care<br />
is the philosophy <strong>of</strong> practice where the pharmacist has the responsibility to provide safe, costeffective<br />
therapy. The mission further specifies that the pharmacist participate in drug selection,<br />
prevent and correct drug-related problems, monitor patients and provide counseling and other cognitive<br />
services. This will ensure optimal therapeutic outcomes that will ultimately improve the quality<br />
<strong>of</strong> life <strong>of</strong> the patient. The goal <strong>of</strong> your education at <strong>Idaho</strong> <strong>State</strong> University <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy is to<br />
attain the knowledge and skills to enter the pr<strong>of</strong>ession as a competent practitioner and to allow you<br />
to develop in whatever area <strong>of</strong> practice you choose.<br />
I urge you to view your education as a partnership between you and the members <strong>of</strong> the <strong>College</strong>’s<br />
faculty. In the education <strong>of</strong> any health care pr<strong>of</strong>essional the responsibility for learning lies with the<br />
student. The faculty role is to serve as facilitators and to encourage the educational process. Selflearning<br />
is an important skill to develop considering that the pr<strong>of</strong>ession and drug therapy are changing<br />
rapidly. <strong>Ph</strong>armacists must commit to life-long self-learning through out their careers. At ISU<br />
you will be required to apply your knowledge, develop your problem solving skills, communicate well<br />
both verbally and in writing, and participate in varied practice experiences. While I encourage you to<br />
work hard and do well in your studies, I also encourage you to become involved in outside activities<br />
that promote the pr<strong>of</strong>ession or contribute to the community. You have my best wishes for success in<br />
your scholastic endeavors.<br />
Best regards,<br />
Joseph F. Steiner, <strong>Ph</strong>arm.D.<br />
Dean<br />
Joseph F. Steiner, <strong>Ph</strong>arm.D.<br />
Dean<br />
5 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 6
Welcome from the Associate Dean<br />
Welcome to the <strong>College</strong> and the pr<strong>of</strong>ession <strong>of</strong> <strong>Ph</strong>armacy.<br />
Certainly these are exciting times for the pr<strong>of</strong>ession and for<br />
the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy. Changes in the pr<strong>of</strong>ession <strong>of</strong> pharmacy<br />
are opening the doors to many new and exciting roles<br />
and careers. We are seeing the growth <strong>of</strong> collaborative practice<br />
opportunities with pharmacists monitoring and managing<br />
patient care. It is indeed exciting to see pharmacists develop<br />
specialty clinics, vaccine programs, and providing<br />
pharmaceutical care.<br />
The goal <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy is to help prepare you to<br />
be a leader in pharmacy. <strong>Ph</strong>armacists have long been an<br />
important member <strong>of</strong> the health care team. With strong leadership, the pr<strong>of</strong>ession<br />
<strong>of</strong> pharmacy will continue to play an increasing role in the provision <strong>of</strong> quality<br />
health care. The faculty at the <strong>College</strong> are committed to help you be among the<br />
best. With a strong commitment to your pr<strong>of</strong>essional education, your future in<br />
pharmacy will be exciting and rewarding.<br />
As a student in the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy you become part <strong>of</strong> a larger community;<br />
students, faculty and practitioners are all committed to the advancement <strong>of</strong> healthcare.<br />
If you will take time and become involved in the activities and associations <strong>of</strong><br />
the <strong>College</strong>, you will find that your experience is rewarding. The friendships and<br />
pr<strong>of</strong>essional contacts that you develop during your educational experience will be<br />
great assets throughout your pharmacy career.<br />
While the path you have begun may not be easy, the goal is worth it.<br />
Sincerely,<br />
Paul S. Cady, <strong>Ph</strong>.D.<br />
Associate Dean<br />
7 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Fall<br />
Doctor <strong>of</strong> <strong>Ph</strong>armacy Curriculum<br />
First Pr<strong>of</strong>essional Year (P-1)<br />
Spring<br />
BIOL 432 Biochemistry 3 BIOL 456 Human <strong>Ph</strong>ysiology II w/lab 4<br />
BIOL 449 Human <strong>Ph</strong>ysiology I with lab 4 PHAR 901** Early Practice Experience I 1<br />
PHAR 924 <strong>Ph</strong>ysicochemical Basis <strong>of</strong> Drug 3 PHAR 905 Intro to Clin Problem Solving 2<br />
PHAR 921 Biological Basis <strong>of</strong> Drug Action I 3 PHAR 926 Basic <strong>Ph</strong>arm & Calculations 3<br />
PHAR 941* Intro to <strong>Ph</strong>armacy Practice PHAR 922 Bio Basis <strong>of</strong> Drug Action II 4<br />
and Literature I with lab 4 PHAR 942 Intro to <strong>Ph</strong>arm Practice and<br />
literature II<br />
3<br />
*45 hours lab with students rotating fall and spring<br />
**The requirement for PHAR 302 is fulfilled by completion <strong>of</strong> 200 externship hours supervised by a licensed<br />
preceptor and must occur subsequent to entry into the pharmacy school program.<br />
Second Pr<strong>of</strong>essional Year (P-2)<br />
Fall Spring<br />
PHAR 906 Case Studies in <strong>Ph</strong>armacy I 2 PHAR 902 Early Practice Experience II 1<br />
PHAR 927 Dosage Form Design and<br />
Compounding with lab 4<br />
PHAR 944 Social and Behavioral Medicine/<br />
<strong>Ph</strong>armaceutical Care with lab 4<br />
PHAR 961 <strong>Ph</strong>armacotherapy I 4 PHAR 907 Case Studies in <strong>Ph</strong>armacy II 2<br />
PHAR 962 <strong>Ph</strong>armacotherapy II 3 PHAR 964 <strong>Ph</strong>armacotherapy IV 3<br />
PHAR 963 <strong>Ph</strong>armacotherapy III 3 PHAR 965 <strong>Ph</strong>armacotherapy V 3<br />
PHAR 951 <strong>Ph</strong>armacotherapy Lab I 1<br />
Fall<br />
Third Pr<strong>of</strong>essional Year (P-3)<br />
Spring<br />
PHAR 908 Case Studies in <strong>Ph</strong>armacy III 2 PHAR 903 Early Practice Experience III 1<br />
PHAR 945 <strong>Ph</strong>armacy Practice Management 4 PHAR 948 <strong>Ph</strong>armacy Law 2<br />
PHAR 966 <strong>Ph</strong>armacotherapy VI 4 PHAR 969 <strong>Ph</strong>armacotherapy IX 5<br />
PHAR 967 <strong>Ph</strong>armacotherapy VII 3 PHAR 970 <strong>Ph</strong>armacotherapy X 4<br />
PHAR 968 <strong>Ph</strong>armacotherapy VIII 3 PHAR 972 Capstone <strong>Ph</strong>armacotherapy 3<br />
PHAR 952 <strong>Ph</strong>armacotherapy Lab IV 1<br />
A minimum <strong>of</strong> 6 elective credits are required.<br />
Fourth Pr<strong>of</strong>essional Year (P-4)<br />
PHAR 980 Case Studies in <strong>Ph</strong>armacy Practice 7 cr PHAR 981<br />
PHAR 982 Pr<strong>of</strong>essional Student Seminar 1 cr<br />
Advanced <strong>Ph</strong>armacy Practice<br />
Experiences (APPE)<br />
42 crs<br />
Ambulatory Care 6 weeks Medicine 6 weeks<br />
Community <strong>Ph</strong>armacy 6 weeks <strong>Ph</strong>armaceutical Care 12 weeks<br />
Hospital <strong>Ph</strong>armacy 6 weeks Elective 6 weeks<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 8
Fees per semester<br />
2006<br />
New<br />
Resident<br />
Cont.<br />
Resident<br />
New<br />
Nonresident<br />
Cont.<br />
Nonresident<br />
Fees $2,095 $2,095 $2,095 $2,095<br />
Health Insurance $465 $465 $465 $465<br />
<strong>Ph</strong>arm D Fee $3,090 $965 $4,875 $2,900<br />
Nonresident Tuition $4,135 $4,135<br />
TOTAL $5,650 $3,525 $11,570 $9,595<br />
<strong>Ph</strong>arm.D. Program<br />
The first year provides a firm foundation in<br />
the basic sciences. The second and third years<br />
provide courses that build on your knowledge<br />
base and skills. Courses will primarily focus<br />
on disease state management in the areas <strong>of</strong><br />
Cardiovascular, Hematology, Oncology, Pain<br />
Management, Hepatic, Nutrition and Endocrine.<br />
A portion <strong>of</strong> the third year students will<br />
spend their academic third year studying at<br />
ISU Boise Center.<br />
The final 42-weeks are devoted to full-time<br />
clinical rotations at various sponsored sites<br />
including Pocatello, Twin Falls and Boise,<br />
<strong>Idaho</strong> in addition to Reno and Las Vegas, Nevada.<br />
These sites <strong>of</strong>fer the most innovative and the<br />
highest quality pharmaceutical care being<br />
practiced today. Rotations begin the May after<br />
the completion <strong>of</strong> the third year and continue<br />
for a full 12 months.<br />
Assessment<br />
The <strong>College</strong> has an ongoing assessment program.<br />
A requirement for accreditation, the<br />
program is designed to assure curricular effectiveness.<br />
The assessment program at the <strong>College</strong><br />
<strong>of</strong> <strong>Ph</strong>armacy employs a variety <strong>of</strong> measures<br />
from students, faculty and preceptors.<br />
Throughout the curriculum, students participate<br />
in assessments that are embedded as required<br />
components <strong>of</strong> specific courses and<br />
practice experiences. Participation in these<br />
assessment activities is required.<br />
General Abilities and<br />
Competencies<br />
Spring, 2003<br />
The success <strong>of</strong> the curriculum in preparing<br />
graduates for the contemporary practice <strong>of</strong><br />
pharmacy and provision <strong>of</strong> pharmaceutical<br />
care requires that there be a set <strong>of</strong> global<br />
competencies by which the program can be<br />
evaluated. The goals and outcome objectives<br />
formulated in this document reflect the <strong>College</strong>’s<br />
mission statement, current discussion<br />
within the pr<strong>of</strong>ession regarding required basic<br />
knowledge and skills and specific content <strong>of</strong><br />
the <strong>Ph</strong>arm.D. curriculum, and expected practice<br />
activities <strong>of</strong> pharmacists in specific settings.<br />
The AACP Background Paper II and the<br />
A<strong>Ph</strong>A <strong>Ph</strong>armacy Practice Activity Classification<br />
document were used in preparation <strong>of</strong><br />
this <strong>College</strong> assessment document.<br />
<strong>Ph</strong>arm. D. Program Goals<br />
The two major goals <strong>of</strong> the Doctor <strong>of</strong> <strong>Ph</strong>armacy<br />
program are:<br />
1. To provide graduates with a basic core<br />
<strong>of</strong> knowledge, skills, values and attitudes<br />
needed by pharmacists to meet<br />
the pr<strong>of</strong>essional competencies necessary<br />
to become generalists who practice<br />
pharmaceutical care.<br />
2. To prepare graduates to assume leadership<br />
in the provision <strong>of</strong> pharmaceutical<br />
care and advance the practice <strong>of</strong><br />
pharmacy.<br />
9 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
The central theme <strong>of</strong> the <strong>Ph</strong>arm.D. program is<br />
the delivery <strong>of</strong> pharmaceutical care, which is<br />
the responsible provision <strong>of</strong> drug therapy for<br />
the purpose <strong>of</strong> achieving definite outcomes<br />
that improve a patient’s quality <strong>of</strong> life (Hepler<br />
& Strand, 1990). <strong>Ph</strong>armaceutical care involves<br />
the process through which a pharmacist collaborates<br />
with a patient and other pr<strong>of</strong>essionals<br />
in designing, implementing, and monitoring<br />
a therapeutic plan that will produce specific<br />
therapeutic outcomes for the patient. This<br />
in turn involves three major functions: (1)<br />
identifying potential and actual drug-related<br />
problems; (2) resolving actual drug-related<br />
problems; and (3) preventing drug-related<br />
problems.<br />
The philosophy <strong>of</strong> pharmaceutical care requires<br />
practitioners to utilize their knowledge<br />
and skills in order to identify individual patient-specific<br />
problems and create effective<br />
solutions for these problems. The practice <strong>of</strong><br />
pharmaceutical care requires the skill <strong>of</strong><br />
pharmaceutical diagnosis, which is the problem-centered,<br />
cognitive process used to identify<br />
patient-specific drug-related problems<br />
(Culbertson et al., 1997).<br />
General Abilities In preparation to meet these<br />
overall goals, students must acquire general<br />
abilities in the following six areas:<br />
1. Critical Thinking Abilities - In the acquisition<br />
and application <strong>of</strong> scientific<br />
concepts, pharmacy students must<br />
learn how to think critically. <strong>Ph</strong>armacy<br />
students must develop abilities<br />
that involve asking questions, defining<br />
problems, examining evidence, analyzing<br />
assumptions and biases, avoiding<br />
emotional reasoning and oversimplification,<br />
considering other interpretations,<br />
and tolerating ambiguity.<br />
2. Problem-Solving Abilities – In the<br />
process <strong>of</strong> developing critical and scientific<br />
thinking skills, pharmacy students<br />
must learn and practice problem<br />
solving. In particular, they must be<br />
able to reflect how such skills could<br />
and will help them transfer fundamental<br />
scientific concepts to the clinical<br />
setting via the application <strong>of</strong> sound<br />
scientific principles to solve relevant<br />
pharmacy-related problems.<br />
3. Pr<strong>of</strong>essional Communication Abilities<br />
As part <strong>of</strong> the acquisition <strong>of</strong> problemsolving<br />
abilities pharmacy students<br />
will master, in parallel, a set <strong>of</strong> pr<strong>of</strong>essionally<br />
relevant and useful communication<br />
skills such that their critical<br />
thinking and problem-solving strategies<br />
can be further enhanced through<br />
the skillful and appropriate use <strong>of</strong> oral<br />
and written communication. This<br />
complex skill includes: delivery <strong>of</strong><br />
clear and accurate information; congruence<br />
between one’s verbal and<br />
nonverbal messages; appropriate assertiveness;<br />
use <strong>of</strong> feedback to assess<br />
comprehension; and ability to communicate<br />
with a variety <strong>of</strong> populations.<br />
<strong>Ph</strong>armacy students should understand<br />
that the ability to communicate with a<br />
layperson is just as important as the<br />
ability to do so with a fellow health<br />
care pr<strong>of</strong>essional or practitioner. As<br />
pr<strong>of</strong>essionals, pharmacists must be<br />
able to do both adequately.<br />
4. Resource Utilization – <strong>Ph</strong>armacy students<br />
will learn and master the process<br />
<strong>of</strong> searching for, retrieving, evaluating<br />
and managing information from<br />
a variety <strong>of</strong> pr<strong>of</strong>essional resources (including<br />
computerized data bases,<br />
Internet resources, current/historical<br />
literature, and continuing education<br />
programs) to acquire the knowledge<br />
necessary to develop and implement a<br />
solution to a specific pharmacy-related<br />
problem, irrespective <strong>of</strong> practice setting.<br />
5. Responsibility and Patient Outcomes<br />
Students must be able to accept responsibility<br />
and accountability for patients’<br />
pharmacotherapeutic outcomes.<br />
This activity entails: a) the recognition<br />
that there are various points in the<br />
process <strong>of</strong> patient care at which the<br />
pharmacist intervenes; b) the provision<br />
<strong>of</strong> appropriate intervention<br />
strategies; c) the generation and maintenance<br />
<strong>of</strong> appropriate patient records<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 10
and documentation to assess outcomes.<br />
6. Pr<strong>of</strong>essionalism - Students must display<br />
the attitudes, behaviors, and values<br />
<strong>of</strong> a pr<strong>of</strong>essional. Pr<strong>of</strong>essionals are<br />
held to a high standard <strong>of</strong> conduct.<br />
Students are expected to meet these<br />
high standards throughout the curriculum<br />
and upon graduation. Such<br />
conduct includes: a) acting in a responsible<br />
manner; b) taking responsibility<br />
for one's actions; c) being courteous<br />
to others; d) demonstrating respect<br />
for others, including their beliefs<br />
and value systems; e) placing patient<br />
needs above one's own; f) acting with<br />
honesty and integrity; g) being reliable;<br />
h) acting as a role model for the<br />
pr<strong>of</strong>ession; and i) dressing, speaking,<br />
and acting in an appropriate manner.<br />
Assessment Endpoint Abilities &<br />
Competencies<br />
The four domains serving as the basis for<br />
categorization <strong>of</strong> endpoint abilities and competencies<br />
in this <strong>College</strong> assessment document<br />
come from the A<strong>Ph</strong>A <strong>Ph</strong>armacy Practice Activity<br />
Classification System. That document is<br />
taxonomy <strong>of</strong> activities <strong>of</strong> licensed, practicing<br />
pharmacists across the continuum <strong>of</strong> healthcare<br />
settings—a hierarchical categorization <strong>of</strong><br />
pharmacist activities, clustering ‘similar’ sets<br />
<strong>of</strong> behaviors into four major areas.<br />
Specifically, graduates will demonstrate an<br />
entry-level <strong>of</strong> competence in the four major<br />
areas described below, which serve as the basis<br />
for both formative and summative assessments<br />
<strong>of</strong> the outcomes <strong>of</strong> the curriculum. In<br />
addition, students will have achieved basic<br />
pr<strong>of</strong>iciency in written and oral communication,<br />
clinical problem-solving, practice-related<br />
skills and abilities, resource utilization, and<br />
pr<strong>of</strong>essional ethics. Students will demonstrate<br />
pr<strong>of</strong>essional values and attitudes compatible<br />
with the contemporary practice <strong>of</strong> pharmacy.<br />
1. Ensuring Appropriate <strong>Ph</strong>armacotherapy<br />
and Outcomes: Included in this goal are<br />
entry-level competencies required to ensure<br />
the appropriate therapeutic management<br />
<strong>of</strong> each patient, within the requirements<br />
and objectives <strong>of</strong> the patient’s<br />
total healthcare plan to the extent<br />
<strong>of</strong> the pharmacist’s scope <strong>of</strong> practice<br />
authority and other factors. These activities<br />
may be performed alone or in<br />
collaboration with other providers.<br />
2. Dispensing Medications and<br />
Devices: Included in this goal are the<br />
entry-level competencies required to<br />
ensure that prescriptions or medication<br />
orders are appropriate for each<br />
patient, including determining that<br />
correct pharmaceutical products are<br />
selected, compounded, packaged and<br />
labeled for dispensing and administration,<br />
and that medications are delivered<br />
to the patient when needed.<br />
3. Health Promotion and Disease<br />
Prevention: Entry level competencies<br />
required to educate, counsel and<br />
support the service populations in<br />
practicing healthy lifestyles, accessing<br />
immunizations, health screening, and<br />
obtaining information, referral, and<br />
counseling services.<br />
4. Health Systems Management:<br />
Entry level competencies required to<br />
ensure that pharmacy operations and<br />
services in all settings embrace best<br />
practices, monitor and learn from<br />
their own and other systems’ experiences,<br />
and maximize the use <strong>of</strong> human,<br />
material and financial resources.<br />
Accreditation<br />
The Doctor <strong>of</strong> <strong>Ph</strong>armacy program is accredited<br />
by the Accreditation Council for <strong>Ph</strong>armacy<br />
Education (ACPE).<br />
Mission, Values & Vision<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy prepares pharmacy<br />
practitioners and pharmaceutical sciences<br />
scholars <strong>of</strong> tomorrow guided by the Mission,<br />
Values and Vision.<br />
11 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Mission<br />
The mission <strong>of</strong> the <strong>Idaho</strong> <strong>State</strong> University <strong>College</strong><br />
<strong>of</strong> <strong>Ph</strong>armacy is the preparation <strong>of</strong> pharmacy<br />
practitioners and pharmaceutical sciences<br />
scholars <strong>of</strong> tomorrow. This mission is<br />
unique within <strong>Idaho</strong> and focuses on educating<br />
those who improve health care through advancing<br />
pharmaceutical care and the discovery<br />
<strong>of</strong> knowledge. Graduates will possess the<br />
knowledge and skills to succeed throughout<br />
their careers and hold true the values <strong>of</strong> pr<strong>of</strong>essionalism,<br />
ethics, critical thinking and lifelong<br />
learning.<br />
To fulfill its mission, the ISU <strong>College</strong> <strong>of</strong><br />
<strong>Ph</strong>armacy aspires to:<br />
1. prepare a highly skilled, ethical and<br />
compassionate agent <strong>of</strong> change who<br />
delivers effective pharmaceutical care;<br />
2. provide a graduate program in which<br />
students acquire advanced knowledge<br />
and research skills in the pharmaceutical<br />
sciences to prepare graduates to<br />
assume positions as educators and scientists<br />
in academic, industry, and/or<br />
government settings;<br />
3. establish and maintain postdoctoral<br />
residencies and fellowships that prepare<br />
graduates for advanced practice<br />
in general and specialized settings and<br />
to conduct clinical research;<br />
4. discover and disseminate new knowledge<br />
that advances patient care, the<br />
pharmacist’s role in providing care,<br />
the discovery and understanding <strong>of</strong><br />
medicines in improving care and the<br />
scholarship <strong>of</strong> teaching;<br />
5. foster and advance innovation in the<br />
practice <strong>of</strong> pharmacy that optimizes<br />
pharmaceutical care, patient safety<br />
and cost-effective drug therapy;<br />
6. be the pharmacotherapy experts for<br />
<strong>Idaho</strong> providing the required services<br />
and education to meet the state’s demands;<br />
and<br />
7. meet the education and information<br />
needs <strong>of</strong> <strong>Idaho</strong>’s practicing pharmacists.<br />
Education, scholarship and service are provided<br />
in an environment characterized by sensitivity<br />
to the importance <strong>of</strong> diversity, through<br />
the utilization <strong>of</strong> traditional and innovative<br />
delivery methods, and tailored to meet the<br />
needs <strong>of</strong> the citizens <strong>of</strong> <strong>Idaho</strong> and beyond.<br />
Values<br />
In pursuit <strong>of</strong> our vision and fulfillment <strong>of</strong> our<br />
mission, we will be guided by these values:<br />
Collaboration: Creating mutually beneficial<br />
collaborations with individuals, institutions,<br />
and corporations.<br />
Excellence: Defining, promoting, recognizing,<br />
and rewarding genuine excellence in education,<br />
service (including clinical service), and<br />
research.<br />
Fiscal Responsibility: Developing and distributing<br />
resources as appropriate and exhibiting<br />
sound management <strong>of</strong> financial resources.<br />
Humanitarian Concern: Promoting a respect<br />
for human life and the dignity <strong>of</strong> each individual<br />
and encouraging humanitarian concern for<br />
elimination <strong>of</strong> human suffering.<br />
Improvement and Innovation: Continuously<br />
evaluating performance in order to achieve<br />
the goal <strong>of</strong> advancing education, service and<br />
research.<br />
Integrity: Pursuing the vision and mission in<br />
observance <strong>of</strong> high standards <strong>of</strong> pr<strong>of</strong>essional<br />
and ethical behavior.<br />
Leadership: Leading the way and working<br />
tirelessly with leaders outside the <strong>College</strong> to<br />
improve the quality <strong>of</strong> education, research,<br />
patient care, and public service.<br />
Pr<strong>of</strong>essionalism: Fostering pr<strong>of</strong>essional development<br />
and mentoring for administrators,<br />
faculty, staff, and students while continuing<br />
interaction with alumni and all other stakeholders<br />
in accord with the high standards <strong>of</strong><br />
discretion and behavior rightfully expected <strong>of</strong><br />
our pr<strong>of</strong>ession. A pr<strong>of</strong>essional exhibits knowl-<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 12
edge and skills, commitment to selfimprovement,<br />
a service orientation, pride in<br />
the pr<strong>of</strong>ession, a covenantal relationship with<br />
the patient, creativity and innovation, conscience<br />
and trustworthiness, accountability for<br />
his/her work, ethically sound decision making,<br />
and leadership.<br />
Scholarship: Contributing new knowledge to<br />
pharmacy, healthcare, science, and education.<br />
Student-Centered Learning and Support: Providing<br />
a student-centered educational environment<br />
that promotes life-long learning, innovation,<br />
leadership, and communication<br />
skills.<br />
Vision<br />
The <strong>Idaho</strong> <strong>State</strong> University <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
will earn and command respect nationally<br />
as an innovator and leader in pharmacy<br />
education. Our prime commitment will be to<br />
our pr<strong>of</strong>essional students, graduate students,<br />
residents, and fellows to whom we will provide<br />
the highest quality and most relevant education<br />
and training possible. We will have a nationally<br />
recognized graduate program that<br />
produces highly competent graduates for positions<br />
in academia, industry, and government.<br />
The <strong>College</strong> will aspire to conduct high quality,<br />
investigator-initiated, peer-evaluated,<br />
clinical, biomedical, social, and administrative<br />
research. We will see ourselves and lead others<br />
to see us as pacesetters in pharmacy education,<br />
and we will continuously seek to improve<br />
upon our educational goals and outcomes.<br />
We will serve as a vital resource to research<br />
scientists and health care practitioners<br />
in <strong>Idaho</strong> and throughout the Northwest.<br />
We will contribute to enhanced clinical, economic,<br />
and humanistic outcomes through delivery<br />
<strong>of</strong> highest quality pharmaceutical care<br />
in urban and rural settings. Our patient care<br />
programs will be cutting edge, and like our<br />
other service initiatives, will be valued by citizens<br />
<strong>of</strong> <strong>Idaho</strong> and beyond.<br />
Our work will be performed in an environment<br />
characterized by civility, mentoring,<br />
nurturing, and pr<strong>of</strong>essionalism. The <strong>College</strong>'s<br />
teaching, service, and research programs will<br />
make important contributions to the <strong>Idaho</strong><br />
economy.<br />
Case Studies in <strong>Ph</strong>armacy<br />
Case studies incorporate the use <strong>of</strong> acquired<br />
knowledge to solve a patient related problem.<br />
Students work in a small group with a faculty<br />
member who facilitates discussion and problem<br />
solving. The objectives <strong>of</strong> case studies are:<br />
• To understand in-depth what underlying<br />
mechanisms are involved in the problem(s)<br />
<strong>of</strong> the patient, and<br />
• Evaluate or suggest drug therapy. This<br />
includes alterations in form and function,<br />
and psychological, behavioral, or social<br />
dynamics that are involved in producing<br />
the symptoms <strong>of</strong> the patient, signs, course<br />
<strong>of</strong> illness, laboratory results, and drug<br />
therapy.<br />
Policies and Procedures<br />
General Education<br />
<strong>Ph</strong>armacy students without a baccalaureate<br />
degree from an accredited college or university,<br />
or an associates degree or core certification<br />
from a school covered by the state articulation<br />
agreement, are required to complete the<br />
same general education requirements as students<br />
completing a Bachelor <strong>of</strong> Science degree<br />
at <strong>Idaho</strong> <strong>State</strong> University. There are a few<br />
exceptions for students who transfer with 58<br />
or more semesters’ credits. The Director <strong>of</strong><br />
Admissions & Student Relations should be<br />
consulted regarding transfer credits. There<br />
are 12 goals identified in the ISU catalog,<br />
www.isu.edu.<br />
Program Modifications<br />
It may be possible to adjust the program<br />
slightly to fit individual needs; however, many<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy courses are <strong>of</strong>fered only<br />
once each year and modification to the program<br />
can lengthen the time it takes to graduate<br />
13 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Petitions<br />
A petition is utilized to make a written request<br />
to deviate from institutional policy<br />
and/or other needed purposes. Petitions are<br />
commonly used for general education requirements,<br />
university requirements, departmental<br />
and/or college requirements, readmission,<br />
challenge by examination, and late<br />
registration.<br />
Americans with<br />
Disabilities Act (ADA)<br />
Resource Center<br />
Services are individually designed and provided<br />
for all qualifying (self-identified) persons<br />
with disabilities. Services include, but<br />
are not limited to, reading, interpreting, electronic<br />
communication devices, large print<br />
texts, recorded tests, tape transcription, note<br />
taker supplies, quiet testing areas, and additional<br />
time for taking tests. Contact Dennis<br />
Toney, Director, ADA & Disabilities Resource<br />
Center, ground floor, Graveley Hall, 282-3599.<br />
Dean’s List<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Dean’s List is comprised<br />
<strong>of</strong> the top 15% <strong>of</strong> each class including<br />
prepharmacy and pr<strong>of</strong>essional <strong>Ph</strong>arm.D. students<br />
calculated each fall and spring semesters.<br />
Student Conduct<br />
Academic Dishonesty<br />
[ISU Faculty and Staff Handbook, Part 6, section IX]<br />
A. Academic Dishonesty<br />
1. General<br />
a. Academic integrity is expected <strong>of</strong> all individuals<br />
in academe. Behavior beyond reproach<br />
must be the norm. Academic dishonesty in<br />
any form is unacceptable.<br />
b. Academic dishonesty includes, but is not<br />
limited to, cheating and plagiarism.<br />
2. Definitions<br />
a. CHEATING is defined as the act <strong>of</strong> using or<br />
attempting to use, in examination(s) or other<br />
academic work, material, information, or<br />
study aids which are not permitted by the instructor.<br />
Examples <strong>of</strong> cheating include, but are not limited<br />
to:<br />
(1) Obtaining, providing or using unauthorized<br />
information during an examination, verbally,<br />
or visually, or by notes, books, or other<br />
materials.<br />
(2) Acquiring, possessing, or providing to others,<br />
examinations or other course materials<br />
without authorization <strong>of</strong> the instructor. This is<br />
understood to include providing information<br />
about an examination in advance <strong>of</strong> the<br />
scheduled administration <strong>of</strong> that examination.<br />
(3) Taking an examination for another person<br />
or arranging for someone else to take an examination<br />
for you.<br />
(4) Submitting for course credit; the same<br />
work or substantial portions <strong>of</strong> the same work<br />
in two different classes without prior approval<br />
<strong>of</strong> the instructor(s).<br />
(5) Fabricating information without the permission<br />
<strong>of</strong> the instructor for any report or<br />
other academic exercise.<br />
b. PLAGIARISM is defined as representing<br />
another person’s words, ideas, data or work as<br />
one’s own. Plagiarism includes, but is not limited<br />
to, the exact duplication <strong>of</strong> another’s work<br />
and the incorporation <strong>of</strong> a substantial or essential<br />
portion there<strong>of</strong> without appropriate<br />
citation. Other examples <strong>of</strong> plagiarism are the<br />
acts <strong>of</strong> appropriating the creative works in<br />
such fields as art, music and technology, or<br />
portions there<strong>of</strong>, and presenting them as one’s<br />
own.<br />
The guiding principle is that all work submitted<br />
must be properly credited to the original<br />
source(s) <strong>of</strong> the information. In written work,<br />
direct quotations, statements which are paraphrased,<br />
summarizations <strong>of</strong> the work <strong>of</strong> another<br />
and other information which is not considered<br />
common knowledge must be cited or<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 14
acknowledged, usually in the form <strong>of</strong> a footnote.<br />
Quotation marks or a proper form <strong>of</strong><br />
identification shall be used to indicate direct<br />
quotations.<br />
As long as a student adequately acknowledges<br />
sources <strong>of</strong> information, plagiarism is not present.<br />
However, students should be aware that<br />
most pr<strong>of</strong>essors require certain forms <strong>of</strong> acknowledgment<br />
or references and may evaluate<br />
a project on the basis <strong>of</strong> form and penalize the<br />
student in the grade assigned if citation <strong>of</strong><br />
sources is improper.<br />
c. ACADEMIC as used in this policy is synonymous<br />
with “scholastic”, i.e., either term<br />
refers to school-related endeavors, regardless<br />
<strong>of</strong> whether the school is vocational or academic.<br />
d. INSTRUCTOR(S)/FACULTY MEMBER(S)<br />
as used in this policy is/are defined as the person(s)<br />
who is/are responsible for the teaching<br />
<strong>of</strong> class, laboratory, or other instruction. These<br />
terms include faculty regardless <strong>of</strong> rank, instructional<br />
staff, graduate assistants, visiting<br />
lecturers, and adjunct or visiting faculty.<br />
3. Penalties for Academic Dishonesty<br />
Each penalty is separate. In no way is it intended<br />
that these penalties be imposed in a<br />
sequential order. Combinations <strong>of</strong> penalties<br />
may be imposed; however, any penalty imposed<br />
shall be in proportion to the severity <strong>of</strong><br />
the <strong>of</strong>fense.<br />
a. Penalties that may be imposed by the instructor<br />
are:<br />
(1) Warning–The faculty member indicates to<br />
the student that further academic dishonesty<br />
will result in other sanctions being imposed.<br />
(2) Resubmission <strong>of</strong> work–The faculty member<br />
may require that the endeavor in question be<br />
rewritten in conformance with proper academic<br />
standards and requirements or that a<br />
new project be developed. The instructor may<br />
specify additional requirements.<br />
(3) Grade reduction–The student’s grade for a<br />
test, project, or other academic endeavor may<br />
be lowered or a grade or “F” may be assigned.<br />
(4) Failing–A grade <strong>of</strong> “F” is assigned for the<br />
course.<br />
(5) Failing–A grade <strong>of</strong> “F” with notation is assigned<br />
for the course.<br />
b. Penalties that may be imposed at the University<br />
level are:<br />
(1) Suspension from the University. “Suspension<br />
for Academic Dishonesty” is defined as<br />
administrative withdrawal <strong>of</strong> the <strong>of</strong>fending<br />
student from the institution for reasons <strong>of</strong><br />
academic dishonesty. The student is suspended<br />
from the entire institution for a length<br />
<strong>of</strong> time to be specified by the University Administration.<br />
The length <strong>of</strong> the suspension<br />
may vary, depending upon the circumstances<br />
contributing to the imposition <strong>of</strong> this sanction.<br />
The suspension will be recorded on the student’s<br />
permanent transcript.<br />
(2) Academic expulsion from the University is<br />
the most severe penalty for academic dishonesty<br />
and may be imposed by the University<br />
Administration for extreme or multiple acts <strong>of</strong><br />
academic dishonesty. Once expelled, the student<br />
will not be eligible for readmission to the<br />
University. The academic expulsion will be<br />
recorded on the student’s permanent transcript.<br />
4. Procedures for Determination <strong>of</strong> Academic<br />
Dishonesty and Imposition <strong>of</strong> Penalties<br />
a. The instructor: The instructor <strong>of</strong> the course<br />
is responsible for initiating investigation <strong>of</strong><br />
each suspected incident <strong>of</strong> academic dishonesty.<br />
b. When the instructor witnesses an incident<br />
<strong>of</strong> academic dishonesty, has evidence <strong>of</strong>, or is<br />
informed <strong>of</strong> an incident <strong>of</strong> academic dishonesty<br />
by a student who witnesses the incident,<br />
the instructor shall proceed as follows:<br />
c. The instructor may intervene and shall proceed<br />
by gathering evidence to see if further<br />
action is necessary.<br />
d. If sanctions are deemed necessary, the instructor<br />
shall discuss the incident with his/her<br />
department head and/or dean. If a decision is<br />
reached not to proceed, no further action is<br />
necessary.<br />
15 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
e. The instructor:<br />
If, after the discussion in d. above, the instructor<br />
decides to proceed, the instructor shall notify<br />
(verbally or in writing) the student(s) involved<br />
<strong>of</strong> what the instructor and/or others<br />
witnessed. The instructor shall meet with the<br />
student and receive and consider the student’s<br />
response (verbally or in writing). The instructor<br />
shall also collect any available evidence<br />
and testimony from any witnesses. In cases <strong>of</strong><br />
suspected plagiarism, the student may be<br />
asked to supply the reference(s) used. The student<br />
must comply with any such request. If a<br />
settlement is reached, no further action is<br />
necessary.<br />
The student:<br />
The student shall meet with the instructor to<br />
respond to the allegation <strong>of</strong> academic dishonesty.<br />
If a settlement is reached, no further action<br />
is necessary.<br />
f. If a settlement cannot be reached in d. above<br />
between the student(s) and the instructor, and<br />
the instructor concludes that academic dishonesty<br />
has occurred, and the imposition <strong>of</strong><br />
sanctions is warranted, the instructor shall<br />
prepare a written incident report.<br />
Withdrawal from a course does not exempt a<br />
student from academic dishonesty penalties.<br />
g. The written incident report shall include<br />
the student’s name, the date <strong>of</strong> the incident, a<br />
description <strong>of</strong> the incident, description <strong>of</strong> any<br />
available evidence, and the instructor’s decision<br />
regarding the imposition <strong>of</strong> sanction(s).<br />
The incident report shall state the specific<br />
sanction to be imposed–a warning, resubmission<br />
<strong>of</strong> work, grade reduction within the<br />
course, or final course grade <strong>of</strong> “F” (failure) or<br />
“F” with notation.<br />
If the punishment is an “F” with notation, the<br />
Registrar’s Office will send a letter appraising<br />
the student <strong>of</strong> his/her rights as outlined in<br />
Section 5 below. If the “F with notation” is uncontested<br />
or upheld in the appeals process, it<br />
will be recorded on the <strong>of</strong>ficial transcript for a<br />
period <strong>of</strong> two years from the time the grade is<br />
<strong>of</strong>ficially recorded.<br />
If either sanction 3, 4, or 5 as outlined in Part<br />
3-a is imposed, the faculty member will report<br />
the incident to the Registrar’s Office. Any student<br />
that receives two “F’s with notation” is<br />
subject to academic suspension or expulsion.<br />
The University’s Academic Dishonesty Board<br />
will be activated when a student has received<br />
a second “F with notation.”<br />
The circumstances and the nature <strong>of</strong> the dishonest<br />
act shall determine the severity <strong>of</strong> the<br />
<strong>of</strong>fense. Any sanction applied shall be in proportion<br />
to the severity <strong>of</strong> the <strong>of</strong>fense. (If the<br />
academic dishonesty sanction(s) is/are suspension<br />
or expulsion from the University, see<br />
SECTION IX. STUDENT CONDUCT, A.<br />
ACADEMIC DISHONESTY, 3,b. Penalties<br />
that may be imposed at the University level<br />
and SECTION IX. STUDENT CONDUCT, A.<br />
ACADEMIC DISHONESTY, 6. Procedures for<br />
Imposition <strong>of</strong> Penalties at the University<br />
level.)<br />
The instructor shall keep a copy <strong>of</strong> the written<br />
incident report and a copy sent to:<br />
(1) the student, and<br />
(2) the chairperson (or designee) <strong>of</strong> the department<br />
in which the instructor holds an appointment,<br />
and<br />
(3) the chairperson (or designee) <strong>of</strong> the department<br />
in which the student is a major, and<br />
(4) the dean (or designee) <strong>of</strong> the college in<br />
which the instructor holds an appointment,<br />
and<br />
(5) the dean (or designee) <strong>of</strong> the college in<br />
which the student is a major, and<br />
(6) a copy is placed in the student’s permanent<br />
file in the Registrar’s Office. The student’s<br />
permanent file is to be maintained in accordance<br />
with the Family Educational Rights and<br />
Privacy Act (i.e., Buckley Amendment).<br />
Student Appeals<br />
5. Procedures for Students Appeals <strong>of</strong> Imposed<br />
Penalties<br />
This appeal to the dean <strong>of</strong> the college (or designee)<br />
in which the student is a major is the<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 16
final level for penalties <strong>of</strong> warning, resubmission<br />
<strong>of</strong> work, grade reduction within a course<br />
and final course grade <strong>of</strong> an F due to academic<br />
dishonesty. If the penalty is an “F” with notation,<br />
the final level <strong>of</strong> appeal is the Academic<br />
Vice President.<br />
a. The student may appeal the penalty imposed<br />
by the instructor to the dean (or designee)<br />
<strong>of</strong> the college in which the student is a<br />
major. This appeal must be filed, in writing,<br />
before the end <strong>of</strong> the semester following the<br />
semester in which the alleged academic dishonesty<br />
incident occurred. For example, petitions<br />
relating to alleged academic dishonesty<br />
occurring during the spring semester or summer<br />
session must be filed prior to the end <strong>of</strong><br />
the following fall semester.<br />
b. When the student appeals the penalties imposed<br />
by the instructor, the dean (or designee)<br />
<strong>of</strong> the college in which the student is a major<br />
shall set a date for a formal hearing. The instructor,<br />
the student, the chairperson (or designee)<br />
<strong>of</strong> the department in which the instructor<br />
holds an appointment, the chairperson (or<br />
designee) <strong>of</strong> the department in which the student<br />
is a major, the dean (or designee) <strong>of</strong> the<br />
college in which the instructor holds an appointment,<br />
and the dean (or designee) <strong>of</strong> the<br />
college in which the student is a major shall<br />
meet to discuss the allegations and sanctions.<br />
A written record shall be kept <strong>of</strong> the proceedings.<br />
c. A copy <strong>of</strong> the written record from the proceedings<br />
in b. above shall be kept by the dean<br />
<strong>of</strong> the college in which the student is a major<br />
and sent to:<br />
(1) the student, and<br />
(2) the chairperson (or designee) <strong>of</strong> the department<br />
in which the instructor holds an appointment,<br />
and<br />
(3) the chairperson (or designee) <strong>of</strong> the department<br />
in which the student is a major, and<br />
(4) the dean (or designee) <strong>of</strong> the college in<br />
which the instructor holds an appointment,<br />
and<br />
(5) a copy is placed in the student’s permanent<br />
file in the Registrar’s Office. The student’s<br />
permanent file is to be maintained in accordance<br />
with the Family Educational Rights and<br />
Privacy Act (i.e., Buckley Amendment).<br />
d. If the student is exonerated <strong>of</strong> all charges <strong>of</strong><br />
academic dishonesty, then the student’s permanent<br />
file shall be expunged <strong>of</strong> all documents<br />
and materials associated with the alleged<br />
dishonest conduct.<br />
e. If the student is not exonerated, the academic<br />
dishonesty penalty may not be challenged<br />
through the scholastic grade appeals<br />
process.<br />
6. Procedures for Imposition <strong>of</strong> Penalties at<br />
the University level<br />
(1) The Academic Dishonesty Board will be<br />
automatically activated for any student that<br />
receives a second “F” with notation. Additionally,<br />
the instructor may decide that a single<br />
incident <strong>of</strong> academic dishonesty is so extreme<br />
that the penalty <strong>of</strong> suspension or expulsion<br />
should be imposed. In this situation may request<br />
that the University Academic Dishonesty<br />
Board be formed to consider such action.<br />
Multiple academic dishonesty penalties as<br />
outlined in Part 3 may also be grounds foe<br />
convening the University Academic Dishonesty<br />
Board by administrators or instructors.<br />
(2) A recommendation to impose the penalties<br />
<strong>of</strong> suspension or expulsion shall be made by<br />
the Academic Dishonesty Board. A written<br />
report <strong>of</strong> the committee’s proceedings, conclusions,<br />
and recommendations shall be submitted<br />
to the Vice President for Academic Affairs.<br />
The sanction shall be imposed by the Vice<br />
President for Academic Affairs, who will notify,<br />
in writing, the student, the registrar, the<br />
dean (or designee) <strong>of</strong> the college in which the<br />
student is a major, and the Director <strong>of</strong> Scholarships.<br />
A copy <strong>of</strong> this notification will be<br />
placed in the student’s permanent file.<br />
b. Suspension<br />
The registrar will record “Suspension for Academic<br />
Dishonesty” on the student’s permanent<br />
transcript. After suspension, if the student<br />
wishes to be readmitted, the Scholarship Requirements<br />
Committee must approve the student’s<br />
application.<br />
17 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
c. Expulsion<br />
The Registrar will record “Expulsion for Academic<br />
Dishonesty” on the student’s permanent<br />
transcript. Once expelled for academic dishonesty,<br />
the student is not eligible for readmission<br />
to the university under any circumstances.<br />
Pr<strong>of</strong>essionalism<br />
Students in the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy represent<br />
the <strong>College</strong> as well as the pr<strong>of</strong>ession <strong>of</strong><br />
pharmacy. You are expected to act in a pr<strong>of</strong>essional<br />
manner while in class, in practice<br />
settings and on campus. Pr<strong>of</strong>essional behavior<br />
includes dress, speech and actions. Disruptive<br />
or inappropriate behavior will not be<br />
tolerated. Pr<strong>of</strong>anity is strictly forbidden.<br />
Consistent with the University policy on disruptive<br />
behavior, preceptors and instructors<br />
have “the right to impose sanctions in cases <strong>of</strong><br />
disruptive behavior.”<br />
Academic integrity is expected <strong>of</strong> all individuals<br />
and every student will be held to these<br />
standards. Please see the <strong>Idaho</strong> <strong>State</strong> University<br />
Student Handbook for more information<br />
on academic integrity.<br />
Pagers and cellular phones can interfere with<br />
classroom discussion and lecture. Unless approved<br />
by the instructor, pagers and cellular<br />
phones shall not be brought to class.<br />
Academic integrity is expected <strong>of</strong> all individuals<br />
and every student will be held to these<br />
standards.<br />
Pr<strong>of</strong>essional Conduct Policy<br />
Developed by the Student Senate<br />
January 2005 - April 2006<br />
Finalized April 7 th , 2006<br />
(Passed by Faculty on 3/7/06,<br />
edited by Dr. James Lai<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Senate<br />
adopted the Pr<strong>of</strong>essional Conduct Policy. This<br />
policy does not deny students or faculty their<br />
rights as described in the <strong>Idaho</strong> <strong>State</strong> University<br />
Student Handbook.<br />
A. Code <strong>of</strong> Conduct<br />
The <strong>Idaho</strong> <strong>State</strong> University <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
strives to promote pr<strong>of</strong>essionalism<br />
among its students as it fosters an environment<br />
committed to excellence in education<br />
and the practice <strong>of</strong> pharmacy. <strong>Ph</strong>armacy<br />
practice is a pr<strong>of</strong>ession that requires adherence<br />
to impeccable ethical standards. Students<br />
represent the college as well as the pr<strong>of</strong>ession<br />
and are expected to act with honor and<br />
integrity at all times, including times in the<br />
classroom, in pharmacy practice settings, and<br />
in the community. Students are expected to<br />
demonstrate respect towards faculty members<br />
and their fellow students, thereby creating an<br />
environment conducive to learning. Any form<br />
<strong>of</strong> academic or pr<strong>of</strong>essional misconduct violates<br />
the standards expected <strong>of</strong> students. Disruptive<br />
or inappropriate behavior <strong>of</strong> any type<br />
is not acceptable.<br />
Students will be held accountable for standards<br />
regarding pr<strong>of</strong>essional and ethical behavior<br />
specified in the <strong>Idaho</strong> <strong>State</strong> University<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook and<br />
the <strong>Idaho</strong> <strong>State</strong> University Student Handbook,<br />
which are updated regularly. Any violation<br />
<strong>of</strong> the <strong>Idaho</strong> <strong>State</strong> University and/or<br />
<strong>Idaho</strong> <strong>State</strong> University <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
Code <strong>of</strong> Conduct, or A<strong>Ph</strong>A Code <strong>of</strong> Ethics will<br />
result in the <strong>of</strong>fending student appearing before<br />
the Student Conduct Committee for possible<br />
resolution. When deemed necessary, the<br />
“<strong>of</strong>fending” student may then be referred to<br />
the Student Affairs Committee for further<br />
resolution.<br />
The <strong>Idaho</strong> <strong>State</strong> University <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
encourages students to be serviceoriented,<br />
actively involved in student organizations,<br />
such as senate or class leadership,<br />
and to participate in service opportunities<br />
within the community, such as health fairs.<br />
Pr<strong>of</strong>essional meeting attendance is also promoted<br />
on a local, state, and national level.<br />
B. Pr<strong>of</strong>essional and Ethical Behavior are<br />
Consistent,<br />
Prepared,<br />
Punctual, and<br />
Respectful to students, instructors, staff,<br />
patients and other pr<strong>of</strong>essionals<br />
Pr<strong>of</strong>essional and Ethical Behavior<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 18
Embraces teamwork, interpersonal<br />
skills and<br />
Respects contribution <strong>of</strong> pr<strong>of</strong>essionalism<br />
to patient care<br />
Pr<strong>of</strong>essional and Ethical Behavior are<br />
Receptive to feedback and<br />
Promotes trust.<br />
Pr<strong>of</strong>essional and Ethical Behavior<br />
Constitutes good role model, and<br />
Maintains pr<strong>of</strong>essional appearance.<br />
Pr<strong>of</strong>essional and Ethical Behavior are<br />
Accountable,<br />
Open minded and flexible,<br />
Empathetic towards others, and<br />
Culturally sensitive.<br />
C. Student Conduct Committee<br />
The Student Conduct Committee will consist<br />
<strong>of</strong> five members, including a nominated member<br />
<strong>of</strong> each class and the student senate president.<br />
When a member representing a class is<br />
not chosen, the president <strong>of</strong> that class will<br />
serve as the committee member. If for any<br />
reason a member <strong>of</strong> the Student Conduct<br />
Committee is unable to attend, he/she may<br />
send his/her class president in place <strong>of</strong> a<br />
nominated member or the vice president in<br />
place <strong>of</strong> the class president as a representative<br />
for that class. If any member <strong>of</strong> the committee<br />
is involved or associated with the situation<br />
being reviewed by the Committee, the person<br />
will be required to step down and his/her class<br />
president or vice president will take his/her<br />
place.<br />
D. Referral Process<br />
Students and/or faculty may submit a written<br />
statement to a member <strong>of</strong> the Student Conduct<br />
Committee detailing their concern about<br />
a particular student or situation. (Note: The<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy ISU Policy and Procedures<br />
will be followed for any situation specific<br />
to those guidelines). The Student Conduct<br />
Committee will review all written statements<br />
submitted to determine the particular action<br />
that should be taken regarding that particular<br />
student. The Student Conduct Committee<br />
may require students to come before the committee<br />
to discuss possible resolutions. If students<br />
do not comply with the recommendations<br />
put forth by the Student Conduct Committee,<br />
the student will then be sent to the<br />
Student Affairs Committee for further evaluation.<br />
All reviews, decisions, and actions made<br />
by the Student Conduct Committee will be<br />
documented in writing and kept by the Student<br />
Senate.<br />
Progression<br />
In the interest <strong>of</strong> maintaining an acceptable<br />
level <strong>of</strong> academic standards, certain minimal<br />
requirements and regulations regarding academic<br />
achievement are followed as published<br />
in the <strong>Idaho</strong> <strong>State</strong> University General Bulletin.<br />
A subcommittee, henceforth referred to as<br />
the Progressions Committee, is established<br />
within the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy in accordance<br />
with ISU requirements and regulations to assure<br />
acceptable academic standards. The<br />
Progressions Committee is composed <strong>of</strong> four<br />
members. The Associate Dean <strong>of</strong> the <strong>College</strong><br />
and the Chair <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences sit ex-<strong>of</strong>ficio as permanent-voting<br />
members <strong>of</strong> the Committee. The<br />
remaining two members are appointed annually<br />
from among the Student Affairs Committee<br />
<strong>of</strong> the <strong>College</strong>.<br />
In order for a student to make uninterrupted<br />
progress in the pharmacy program, they must:<br />
1. Maintain a cumulative GPA <strong>of</strong> 2.0 for<br />
all required pr<strong>of</strong>essional courses. This<br />
includes courses both within and outside<br />
<strong>of</strong> the <strong>College</strong>.*<br />
2. Successfully pass all courses and rotations<br />
during the assigned time frame.<br />
3. Meet the requirements <strong>of</strong> the 2-D rule<br />
which is: Students will be allowed no<br />
more than two “D’s” on their transcript<br />
in required pr<strong>of</strong>essional courses.<br />
This includes courses both within and<br />
outside <strong>of</strong> the <strong>College</strong>.<br />
Students failing to meet the academic standards<br />
<strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy will be notified<br />
by the Associate Dean’s <strong>of</strong>fice and will<br />
result in one or more <strong>of</strong> the following as determined<br />
by the Progressions Committee:<br />
• The student will be placed on <strong>College</strong><br />
probation.<br />
• The student may not be allowed to<br />
progress.<br />
19 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
• The student may be prohibited from<br />
enrolling in any course in the <strong>College</strong><br />
for a period <strong>of</strong> one or more semesters.<br />
• The student may be permanently dismissed<br />
from the <strong>College</strong>.<br />
* Students failing to maintain a 2.0 GPA for<br />
any semester will lead to academic probation.<br />
Failure to maintain a 2.0 GPA for any semester<br />
while on probation will lead to academic<br />
dismissal from the program.<br />
Advising<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy faculty and staff<br />
place a high value on academic advising. Student<br />
success is directly related to advising; the<br />
curriculum is demanding and much <strong>of</strong> it is<br />
sequential. Additionally, individual health<br />
status and CPR/AED and First Aid certification<br />
are verified when the student meets with<br />
his or her advisor.<br />
All pharmacy students are assigned a faculty<br />
advisor beginning with the P-1 orientation.<br />
Mandatory advising is required every semester.<br />
During the scheduled preregistration period,<br />
an individualized Advising Certificate (in<br />
duplicate) is distributed to each faculty advisor.<br />
The certificates indicate the appropriate<br />
course schedule and health status. Each student<br />
will meet with his or her advisor whereby<br />
one copy <strong>of</strong> the signed certificate must be returned<br />
to the Associate Dean’s <strong>of</strong>fice indicating<br />
that the student will be cleared to preregister.<br />
Electives<br />
Elective courses must have relevance to the<br />
healthcare pr<strong>of</strong>ession and will serve to enhance<br />
the pr<strong>of</strong>essional skills and knowledge <strong>of</strong><br />
the student.<br />
1. Elective credits must be 300 level or<br />
higher. <strong>Ph</strong>armacy students in the joint<br />
program, e.g., <strong>Ph</strong>arm.D./<strong>Ph</strong>.D. program<br />
will petition to request that a graduate<br />
course fulfill elective requirements in the<br />
pr<strong>of</strong>essional program.<br />
2. Each student must complete six credits <strong>of</strong><br />
elective courses.<br />
3. Elective credits must be taken after enrollment<br />
in the <strong>Ph</strong>arm.D. curriculum.<br />
Courses taken prior to <strong>Ph</strong>arm.D. enrollment<br />
will not qualify as an elective.<br />
4. The student must have his or her advisor’s<br />
approval prior to enrollment if an elective<br />
course is not on the previously approved<br />
list.<br />
5. Elective credits less than a 300 level and/or<br />
<strong>of</strong>f campus classes are subject to approval<br />
by the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Curricular Affairs<br />
Committee.<br />
6. Elective credits must be completed before<br />
beginning rotations.<br />
7. Courses may be selected from within or<br />
without the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy.<br />
Previous Approved Electives<br />
Crs Course Title<br />
1-4 PPRA g491 Topical Sem PPRA<br />
1-2 PPRA 341 Topics in DUR<br />
3 PPRA 530 Geriatric <strong>Ph</strong>armacy I<br />
3 PPRA 531 Geriatric <strong>Ph</strong>armacy II<br />
2 PPRA 563 Adv Parenteral Products<br />
1-2 PPRA 592 Indep Prob PPRA<br />
PHARMACEUTICAL SCIENCES<br />
3 PSCI 430 Psychopharmacology<br />
3 PSCI 431 Cancer Biology<br />
3 PSCI 432 Anti-Cancer Drugs<br />
1 PSCI 433 Special Topics Oncology<br />
2 PSCI 437 Radiopharmaceuticals<br />
2 PSCI 439 Drug Del in 21 st Century<br />
2 PSCI g441 Diabetes for Hlth Sci<br />
1 PSCI 537 Pr<strong>of</strong> Student Sem PSCI<br />
1-4 PSCI 538 Indep Prob PSCI<br />
1-4 PSCI 592 Spec Topics PSCI<br />
ARTS & SCIENCES<br />
BIOLOGY<br />
4 BIOL 324 Development Biology<br />
3 BIOL 358 Genetics<br />
1 BIOL 369 AIDS<br />
3 BIOL g423 Parasitology<br />
3 BIOL g443 Endocrinology<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 20
2 BIOL g448 Adv Exper Biochemistry<br />
3 BIOL g466 Medical Mycology<br />
1-4 BIOL g469 Spec Topics in Microbiology<br />
3 BIOL g485 Nutritional Biochemistry<br />
1 BIOL 494 Seminar in Microbiology<br />
3 BIOL g652 Biology <strong>of</strong> the Skin<br />
ECONOMICS<br />
3 ECON g384 Meth <strong>of</strong> Math Economics<br />
FOREIGN LANGUAGES<br />
3 SPAN Medical Spanish Workplace<br />
6 SPAN 301-2 Spanish Conv & Comp<br />
POLITICAL SCIENCE<br />
3 POLS g405 The Administrative Process<br />
SPEECH COMMUNICATION<br />
3 SPCH g452 Conflict Management<br />
BUSINESS ADMINISTRATION<br />
3 MGT g312 Indiv & Organ Behavior<br />
3 MKTG 325 Basic Mkt Management<br />
HEALTH PROFESSION<br />
COUNSELING<br />
1-3 COUN g491 Seminar<br />
DIETETICS & NUTRITION<br />
3 NTD 340 Therapeutic Nutrition<br />
HEALTH EDUCATION<br />
3 HE g 383 Epidemiology<br />
1 HE g 401 Issues in Health &<br />
Wellness (Death & Dying)<br />
1 HE g 425 Patient Education Skills<br />
2 HE g 443 Sub Abuse and Hlth Ed<br />
2 HE g 444 Human Dis & Hlth Ed<br />
3 HE g 460 Healthy Lifestyle Mgt<br />
HEALTH CARE ADMINISTRATION<br />
3 HCA 380 Crit Issues in<br />
3 HCA g382 Hlth Serv<br />
2 HCA 451 Hospital Mgt<br />
SPEECH PATH & AUDIOLOGY<br />
2 SPA 327 Sign Language<br />
Concerns or Complaints<br />
The Accreditation Council for <strong>Ph</strong>armacy Education<br />
(ACPE) requires each <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
to have a formal process for students to<br />
lodge written complaints concerning the <strong>College</strong><br />
<strong>of</strong> <strong>Ph</strong>armacy or the Pr<strong>of</strong>essional Program.<br />
This policy addresses complaints that<br />
are related to ACPE’s accreditation standards,<br />
policies or procedures. Students or interested<br />
others who have concerns or complaints are<br />
encouraged to file a written complaint with<br />
the Office <strong>of</strong> the Associate Dean. The complaints<br />
will be reviewed by the Associate Dean<br />
and presented to the Administrative Council.<br />
The Administrative Council will determine<br />
the course <strong>of</strong> action that will be taken to address<br />
the complaint. A written response, indicating<br />
any actions taken to each complaint<br />
will be directed to the individual issuing the<br />
compliant. The individual issuing the complaint<br />
may submit a written response that<br />
will be filed with the initial complaint.<br />
All complaints, <strong>of</strong>ficial replies and responses<br />
will be maintained on file by the Office <strong>of</strong> the<br />
Associate Dean. Concerns raised on submitted<br />
complaints will be considered in the assessment,<br />
quality improvement and future<br />
self-studies.<br />
HIPAA<br />
The Health Insurance Portability and Accountability<br />
Act (HIPAA) is a federal law<br />
passed by Congress in 1996. On April 14,<br />
2003, a major component <strong>of</strong> HIPAA that deals<br />
with pharmacists and other health care providers<br />
became effective. These privacy regulations<br />
define appropriate and inappropriate<br />
disclosures <strong>of</strong> health information and define<br />
the process used to ensure patients rights.<br />
HIPAA was intended to ensure patient confidentiality<br />
while improving the ability <strong>of</strong> the<br />
health care system to share patient information,<br />
to improve communication between<br />
health care providers and to improve patient<br />
care.<br />
Students enrolled in the Doctor <strong>of</strong> <strong>Ph</strong>armacy<br />
program are involved in patient care activities<br />
throughout the curriculum. In order to ensure<br />
practice sites that our students understand<br />
the HIPAA requirements, all students must<br />
(1) complete HIPAA training and (2) sign a<br />
confidentiality <strong>of</strong> understanding each year<br />
prior to being placed in practice environments.<br />
21 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
See page 41 for a current copy <strong>of</strong> the confidentiality<br />
understanding to be signed by each<br />
student annually.<br />
Health Policy<br />
People in health care facilities are at higher<br />
risk than the general population for acquiring<br />
communicable diseases such as measles,<br />
mumps, rubella, chicken pox and tuberculosis.<br />
A pharmacist or pharmacy student who has<br />
one <strong>of</strong> these diseases may, in turn, infect other<br />
personnel and patients. Such infections established<br />
in any health care facility are serious in<br />
their potential for medical and possible legal<br />
complications.<br />
Submit written documentation showing evidence<br />
<strong>of</strong> freedom from Tuberculosis, immunity<br />
to Measles, Mumps, and Rubella, and health<br />
status relative to Chicken Pox, to the Office <strong>of</strong><br />
the Associate Dean. Additionally, you must<br />
show evidence <strong>of</strong> immunity to Hepatitis B or<br />
begin the vaccine series at the beginning <strong>of</strong><br />
the first semester. To be in compliance with<br />
these policies, submit a completed <strong>College</strong><br />
Health Status Form (see page 37) or other appropriate<br />
certifications. Students not in compliance<br />
with all Health Policies will be in violation<br />
<strong>of</strong> the Academic Standards <strong>of</strong> the <strong>College</strong><br />
and may not continue clinical experience.<br />
Students are responsible for all arrangements<br />
and costs associated with health policies.<br />
1. Measles and Mumps Documentation:<br />
a. Written documentation <strong>of</strong> immunization<br />
against mumps received after the<br />
first birthday and documentation <strong>of</strong><br />
two does <strong>of</strong> live virus measles vaccine<br />
received after the first birthday, given<br />
at least one month apart. OR<br />
b. Serologic laboratory evidence <strong>of</strong> immunity<br />
to measles and mumps (titers<br />
showing immunity to these diseases).<br />
Many students may need a second<br />
dose <strong>of</strong> measles vaccine. The MMR<br />
vaccination is preferred.<br />
2. Rubella documentation:<br />
a. Written documentation <strong>of</strong> immunization<br />
against rubella or serological<br />
evidence <strong>of</strong> immunity due to previous<br />
infection is required prior to entry.<br />
3. Tuberculosis Test Requirements:<br />
a. Students must provide either written<br />
documentation <strong>of</strong> a negative PPD or<br />
positive reactors must provide a physician’s<br />
statement on their risk <strong>of</strong><br />
transmission <strong>of</strong> tuberculosis. Documentation<br />
<strong>of</strong> a T.B. skin test (good for<br />
twelve months) must be current for<br />
all pr<strong>of</strong>essional curriculum course<br />
work.<br />
A skin test is the only way to tell if you have<br />
TB Infection. The test is “positive” if a bump<br />
about the size <strong>of</strong> a pencil eraser or bigger appears<br />
on your arm. A positive reaction usually<br />
means that you have latent TB infection.<br />
Latent TB infection is different from TB disease.<br />
The <strong>of</strong>fice <strong>of</strong> the Associate Dean has<br />
further information on tuberculosis facts or<br />
see the Centers for Disease Control and Prevention<br />
website.<br />
4. Chicken Pox (Varicella) Documentation:<br />
a. Students must provide written documentation<br />
<strong>of</strong> their history <strong>of</strong> having<br />
had chicken pox or serologic laboratory<br />
evidence <strong>of</strong> the susceptibility <strong>of</strong><br />
the disease. Students who are susceptible<br />
to chicken pox must pay careful<br />
attention to possible exposure and<br />
illness.<br />
Note: Documentation must be provided<br />
by an R.N, M.D., P.A., or public<br />
health care worker with current phone<br />
number. Documentation must be provided<br />
by completion <strong>of</strong> the Health<br />
Status Form or other appropriate certification.<br />
5. Hepatitis B:<br />
Written documentation <strong>of</strong> immunization<br />
against Hepatitis B or serological<br />
evidence <strong>of</strong> is required. To be fully<br />
immunized against hepatitis B requires<br />
three vaccines given over a period <strong>of</strong> six<br />
months.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 22
Other Health Policies<br />
Students are strongly urged to have health<br />
care insurance while enrolled, either through<br />
a private insurance company or through ISU<br />
Student Association insurance plan.<br />
There are potential health risks associated<br />
with laboratory work during pregnancy. If a<br />
student is or becomes pregnant during the<br />
semester in which a science laboratory is required,<br />
she should contact the laboratory instructor<br />
IMMEDIATELY to arrange for suitable<br />
alternatives.<br />
Relocate to Boise<br />
You may be required to relocate to Boise,<br />
<strong>Idaho</strong>, for didactic/Advance Practice Experience<br />
rotations during the final two years.<br />
Personal expenses including travel, food and<br />
lodging while enrolled in the Doctor <strong>of</strong> <strong>Ph</strong>armacy<br />
program are the student’s responsibility.<br />
Course Information<br />
Background Check<br />
Students may be required to have a background<br />
check prior to beginning an EPPE and/ or APPE. See<br />
the online Faculty Staff handbook for further<br />
details [Part 6; Student Affairs Section IV; Classroom;<br />
Criminal Background Checks].<br />
Early <strong>Ph</strong>armacy<br />
Practice Experience (EPPE)<br />
EPPE is an important component <strong>of</strong> pharmacy<br />
education. Students participate in EPPE during<br />
their first, second and third pr<strong>of</strong>essional<br />
year, PHAR 901, 902 and 903 respectively<br />
Student <strong>Ph</strong>armacists must be registered as an<br />
extern with the <strong>Idaho</strong> <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy.<br />
Student <strong>Ph</strong>armacists who complete any<br />
component <strong>of</strong> the EPPE in another state must<br />
meet the legal state requirements. The application<br />
for an <strong>Idaho</strong> extern registration is<br />
online.<br />
Advance <strong>Ph</strong>armacy Practice<br />
Experience (APPE)<br />
Students must successfully complete all didactic<br />
course work prior to entering Advance<br />
Practice Experience, i.e., general education<br />
requirements, and the first three years <strong>of</strong> the<br />
pr<strong>of</strong>essional curriculum.<br />
APPE is under the direction <strong>of</strong> a clinical faculty<br />
member who is also a practitioner in a<br />
specific area <strong>of</strong> pharmacy. Students rotate<br />
through 42 weeks and will complete rotations<br />
in areas such as community, hospital, internal<br />
medicine and ambulatory care Advance Practice<br />
Experiences. Two Advance Practice Experiences<br />
are selected from pediatrics, geriatrics,<br />
mental health or drug information.<br />
APPE’s are full-time with a minimum <strong>of</strong> 40<br />
hours per week. The 40-hour week, except in<br />
weeks where there are holidays recognized by<br />
the scheduled facility, may include shift work<br />
and/or weekends. Most preceptors are volunteer<br />
faculty; however, some receive compensation.<br />
Students cannot be paid for any activity<br />
associated with Advance Practice Experience<br />
training.<br />
For fee payment, financial aid disbursement,<br />
and insurance refunds, the <strong>College</strong> must have<br />
a current and accurate mailing address for<br />
each student.<br />
APPE Sites<br />
Sites are located throughout <strong>Idaho</strong>, the region,<br />
or nation and are assigned by the <strong>College</strong>.<br />
The <strong>College</strong> will work with each student to<br />
ensure a valuable Advance Practice Experience.<br />
Students are assigned to a site base.<br />
For example, the Pocatello base includes<br />
<strong>Idaho</strong> Falls, and Twin Falls, and the surrounding<br />
areas. Established base sites are in<br />
Coeur d’ Alene, Pocatello and Boise, <strong>Idaho</strong> and<br />
Reno, Nevada. Personal expenses including<br />
travel, food and lodging while enrolled in the<br />
Doctor <strong>of</strong> <strong>Ph</strong>armacy program are the student’s<br />
responsibility.<br />
23 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Liability Insurance<br />
Students are required to maintain malpractice<br />
insurance throughout the duration <strong>of</strong> enrollment.<br />
A minimum <strong>of</strong> a pr<strong>of</strong>essional limit <strong>of</strong><br />
one million dollars per incident, and a personal<br />
limit <strong>of</strong> one million dollars is required.<br />
The annual premiums is payable through the<br />
University’s registration and fees process.<br />
<strong>State</strong> Boards<br />
<strong>of</strong> <strong>Ph</strong>armacy<br />
For a complete listing see the National Association<br />
<strong>of</strong> Boards <strong>of</strong> <strong>Ph</strong>armacy, NABP website,<br />
www.nabp.net.<br />
Nametags<br />
The <strong>College</strong> provides nametags that students<br />
must wear at all times while participating in<br />
<strong>College</strong> and Student <strong>Ph</strong>armacist activities involving<br />
patient care, i.e., APPE, health fairs,<br />
operation immunization, EPPE III. Name<br />
tags are labeled as “Student <strong>Ph</strong>armacist”.<br />
Replacement nametags are may be ordered by<br />
contacting the Office <strong>of</strong> the Associate Dean.<br />
The cost <strong>of</strong> the replacement is the responsibility<br />
<strong>of</strong> the student.<br />
Registered <strong>Ph</strong>armacist<br />
To become a registered pharmacist, you must<br />
fulfill both national and state requirements.<br />
Participating states use the North American<br />
<strong>Ph</strong>armacist Licensure Examination,<br />
NAPLEX ® and the Multistate <strong>Ph</strong>armacy Jurisprudence<br />
Examination, MPJE®. See the<br />
National Association <strong>of</strong> Boards <strong>of</strong> <strong>Ph</strong>armacy<br />
website, www.nabp.net for further information.<br />
The <strong>State</strong> <strong>of</strong> <strong>Idaho</strong> requires 1,500 registered<br />
hours <strong>of</strong> practical experience before taking the<br />
NAPLEX®. Successful completion <strong>of</strong> the P-4<br />
Advance Practice Experiences (1,680 hours)<br />
will more than adequately satisfy <strong>Idaho</strong>’s requirement.<br />
Carefully check the specific licensing requirements<br />
and eligibility regarding<br />
NAPLEX/MPJE procedures <strong>of</strong> the state you<br />
plan to practice in.<br />
Alaska<br />
Alaska <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
Division <strong>of</strong> Occupational Licensing<br />
P.O. Box 110806<br />
Juneau, AK 99811-0806<br />
907/465-2589<br />
www.dced.state.ak.us/occ/ppha.htm<br />
Arizona<br />
Arizona <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
Glendale Office<br />
4425 W Olive Ave, Suite 140<br />
Glendale, AZ 85302-3844<br />
623/463-2727<br />
www.pharmacy.state.az.us<br />
California<br />
California <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
400 “R” Street, Suite 4070<br />
Sacramento, CA 95814-6237<br />
916/445-5014<br />
www.pharmacy.ca.gov<br />
Colorado<br />
Colorado <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
1560 Broadway, Suite 1310<br />
Denver, CO 80202-5146<br />
303/894-7750<br />
www.dora.state.co.us<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 24
<strong>Idaho</strong><br />
<strong>Idaho</strong> <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
PO Box 83720<br />
3380 Americana Terrace, Suite 320<br />
Boise, ID 83720-0067<br />
208/334-2356<br />
fax 208/334-3536<br />
www.state.id.us/bop<br />
Nevada<br />
Nevada <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
555 Double Eagle Ct, Suite 1100<br />
Reno, NV 89511-8991<br />
1-800-364-2081<br />
www.nvbop.glsuite.us<br />
Oregon<br />
Oregon <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
800 NE Oregon St # 9, room 425<br />
Portland, OR 97232<br />
503/731-4032<br />
www.pharmacy.state.or.us<br />
Utah<br />
Utah <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
Division <strong>of</strong> Occupational & Pr<strong>of</strong>essional<br />
Licensing<br />
PO Box 146741<br />
Salt Lake City, UT 84114-6741<br />
www.dopl.utah.gov/licensing/pharmacy<br />
Washington<br />
Washington <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
PO Box 1099<br />
Olympia, WA 98504-7863<br />
360/236-4700<br />
Fax: 360/236-4818<br />
www.fortress.wa.gov/doh/hpqa1/HPS4/pharmacy<br />
Wyoming<br />
Wyoming <strong>State</strong> Board <strong>of</strong> <strong>Ph</strong>armacy<br />
1720 S Poplar St, Suite 4<br />
Casper, WY 82601<br />
307/234-0294<br />
www.pharmacyboard.state.wy.us<br />
Other Programs<br />
Residencies and Fellowships<br />
A pharmacy residency is an organized, directed<br />
postgraduate training program in a<br />
defined area <strong>of</strong> pharmacy practice.<br />
A pharmacy fellowship is a directed, highly<br />
individualized, postgraduate program designed<br />
to prepare the participant to become an<br />
independent researcher.<br />
Graduate Programs<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Coordinator:<br />
Alok Bhushan, <strong>Ph</strong>.D.<br />
<strong>Idaho</strong> <strong>State</strong> University’s Office <strong>of</strong> Graduate<br />
Studies and the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy <strong>of</strong>fers<br />
two graduate degrees: the Master <strong>of</strong> Science<br />
(MS) and the Doctor <strong>of</strong> <strong>Ph</strong>ilosophy (<strong>Ph</strong>.D.) in<br />
<strong>Ph</strong>armaceutical Sciences.<br />
Applicants must possess a pr<strong>of</strong>essional degree<br />
in pharmacy or a baccalaureate degree in<br />
chemistry, biology, or a related field from an<br />
accredited institution, and have a grade point<br />
average (GPA) <strong>of</strong> 3.00 or its equivalent in the<br />
final two years.<br />
Further admission requirements and guidelines,<br />
including the Graduate Record Examination<br />
(GRE), the Test <strong>of</strong> English as a Foreign<br />
Language (TOEFL), and assistantship information<br />
are listed in the current <strong>Idaho</strong> <strong>State</strong><br />
University Graduate Catalog.<br />
Combined Programs<br />
Well-qualified and highly motivated pr<strong>of</strong>essional<br />
students may apply for early admission<br />
to a graduate program. Candidates not already<br />
holding a bachelor’s degree must complete<br />
at least 136 academic credits including<br />
all general education requirements and prepharmacy<br />
requirements, and meet all <strong>of</strong> the<br />
Office <strong>of</strong> Graduate Studies admission requirements.<br />
25 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Nontraditional Doctor <strong>of</strong><br />
<strong>Ph</strong>armacy<br />
The Nontraditional Doctor <strong>of</strong> <strong>Ph</strong>armacy program<br />
at <strong>Idaho</strong> <strong>State</strong> University is designed for<br />
practitioners holding a Bachelor's degree in<br />
pharmacy and a valid US or Canadian pharmacy<br />
license that desire the opportunity to<br />
earn the <strong>Ph</strong>arm.D. degree without returning<br />
full-time to a college campus.<br />
The nontraditional Doctor <strong>of</strong> <strong>Ph</strong>armacy (Non-<br />
T) program is one <strong>of</strong> the pioneers <strong>of</strong> nontraditional<br />
pharmacy education, established in<br />
1989.<br />
The Non-T curriculum includes 28 credits <strong>of</strong><br />
didactic course work that are taught utilizing<br />
a combination <strong>of</strong> videotapes, interactive webbased<br />
case studies, detailed syllabi, and textbooks.<br />
Each course is completely self-paced,<br />
with an assigned instructor who is available to<br />
students via telephone or e-mail for questions<br />
or assistance. It is recommended that the didactic<br />
course work be completed within a 3-<br />
year time frame.<br />
Upon completion <strong>of</strong> the didactic portion, students<br />
must perform 28 weeks <strong>of</strong> Advance<br />
Practice Experience training in various clinical<br />
pharmacy disciplines. Over 300 Advance<br />
Practice Experience sites have been established<br />
throughout the United <strong>State</strong>s.<br />
Financial Aid<br />
Federal and <strong>State</strong> financial aid programs include,<br />
Federal Perkins Loan, Special Non-<br />
Resident Fee Waiver, <strong>State</strong> Student Incentive<br />
Grant, Federal Supplemental Education Opportunity<br />
Grant and Federal Direct Loan.<br />
For need-based financial assistance, students<br />
must complete a Free Application for Federal<br />
Student Aid (FAFSA). The FAFSA is returned<br />
to the federal processor with accurate<br />
tax information, as soon as possible after<br />
January 1. Priority is given to complete applications<br />
received by March 1.<br />
With regard to the FAFSA, a pr<strong>of</strong>essional<br />
pharmacy student is considered a graduate<br />
student for financial Aid purposes. For the<br />
Advance Practice Experience year students<br />
are advised to apply before March 1 <strong>of</strong> the student’s<br />
P-2 year for an additional semester <strong>of</strong><br />
financial aid. The <strong>College</strong> will facilitate a special<br />
meeting <strong>of</strong> the P-2 class to complete this<br />
process.<br />
For further information and details, contact the<br />
Office <strong>of</strong> Financial Aid and Scholarships in the<br />
Museum Building room 337, phone 208/282-2756,<br />
see: www.isu.edu/departments/finaid/<br />
WICHE Funding<br />
The Western Interstate Commission for<br />
Higher Education (WICHE) was established<br />
by western states to promote and facilitate<br />
resource sharing. The pr<strong>of</strong>essional student<br />
exchange program enables students to attend<br />
out-<strong>of</strong>-state pr<strong>of</strong>essional programs <strong>of</strong> study<br />
with in-state privileges when a pr<strong>of</strong>essional<br />
program is not <strong>of</strong>fered in their home state.<br />
Participation varies from state to state and<br />
from program to program. Some states require<br />
the student to return to the sponsoring<br />
state and practice their pr<strong>of</strong>ession. For more<br />
information contact:<br />
WICHE<br />
Student Exchange Program<br />
303/ 541-0214<br />
P.O. Drawer P<br />
E-mail: info-sep@wiche.edu<br />
Boulder, Colorado 80301-9752<br />
www.wiche.edu<br />
Non-Resident Tuition<br />
Waivers<br />
A limited number <strong>of</strong> non-resident tuition<br />
waivers are available from ISU’s Office <strong>of</strong><br />
Admissions to qualified students who demonstrate<br />
financial need and or have demonstrated<br />
strong academic ability. Students who<br />
apply for waivers based on financial need<br />
should have a Financial Aid Form on file with<br />
ISU’s Financial Aid Office. Tuition fee waiers<br />
do not apply to the pr<strong>of</strong>essional <strong>Ph</strong>arm.D. fee.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 26
<strong>Ph</strong>armacy Scholarships<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy awarded over $141,000 to pr<strong>of</strong>essional pharmacy students for the 2006/07<br />
academic year. Awards range from one-semester to renewable scholarships and may focus on criteria<br />
such as <strong>Idaho</strong> residency, academic performance, and extracurricular and leadership involvement.<br />
Every April all pharmacy students are encouraged to complete the online Scholarship Application to<br />
facilitate awards for the following academic year.<br />
2006/07 Awards<br />
ASISU Academic & Discretionary<br />
Albertson’s Inc,<br />
Michael Edward Araki-Kawaguchi<br />
Asian American <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
Judith Marie Bernat<br />
Bi-Mart<br />
Neal Atlee Broyles, Jr. Endowment<br />
Lane Alan Broyles Endowment<br />
Joseph W. Carlson Endowment<br />
Walter & Wayne Carte Endowment<br />
Dean Emeritus Frank P. Cosgrove<br />
Robert L. and W. H. “Bill” Dixon<br />
Harold W. Driver & Lois Austin<br />
E, I and J Scholarship<br />
Eastern <strong>Idaho</strong> Medical Center Auxiliary<br />
Fred Meyer Stores<br />
Robert and Janice Goettsch Endowment<br />
W. Robert Hepworth Endowment<br />
Colonel Garth Holmes Endowment<br />
<strong>Idaho</strong> Society <strong>of</strong> Health-System<br />
<strong>Ph</strong>armacists<br />
Kasiska Family Foundation<br />
Lucile H. Kingsbury Memorial<br />
Gordon R. Klodt Memorial<br />
Sylvan L. Kuhn Endowment<br />
Longs Drug Store<br />
Paul and Eleanor Loscalzo<br />
Jeanette Low<br />
Mary Gunderson Moss<br />
George T. Murray<br />
NACDS<br />
Past Presidents <strong>of</strong> ISPA Endowment<br />
Ara G. & Shirley W. Paul<br />
Michael and Robyn Prime<br />
Pullen-Grey Charitable Foundation<br />
Reinhaus Foundation<br />
Irene S. Rounds<br />
Savage, Frank L. Savage<br />
Fredric E. Schwamb Memorial<br />
ShopKo<br />
Sidney L. and Hetty H. Sly<br />
Ralph E. & Betty L. Smith<br />
William G. Story Memorial<br />
Roy Y. and Linda Sumida<br />
Bolujo F. Tunrarebi Memorial<br />
Lawrence & Debra Updyke<br />
Guy Curtis Waid Memorial<br />
Wal-Mart<br />
Richard & Barbara Wells Endowment<br />
Rosemary Sampson Wells<br />
Awards are possible due to the generosity <strong>of</strong> donors.<br />
Thank you.<br />
27 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Resources and Events<br />
Student Lounge<br />
The pharmacy student lounge contains a coinoperated<br />
copier, a limited library, computers,<br />
group study areas, a telephone, personal lockers,<br />
and a microwave oven. For safety concerns,<br />
the hallways and the student lounge<br />
are monitored by video camera.<br />
Students are responsible for picking up after<br />
themselves in the student lounge, as in the<br />
rest <strong>of</strong> Leonard Hall.<br />
Computer Use/Literacy<br />
The <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy maintains its own<br />
server and network system for pharmacy students,<br />
faculty, and staff for college-related<br />
work. It is highly recommended that students<br />
interested in purchasing a new computer for<br />
school buy a laptop instead <strong>of</strong> a desktop<br />
model. The <strong>College</strong> has a high-speed wireless<br />
network that allows laptop users quick access<br />
to network resources from anywhere in the<br />
building and much <strong>of</strong> lower campus. Dial-in<br />
service for home and DSL service from the<br />
dormitories is also available.<br />
Students should be competent in using word<br />
processing, database and presentation s<strong>of</strong>tware.<br />
ISU’s Computer Service Center <strong>of</strong>fers<br />
basic computer courses. Access to ISU’s computer<br />
network requires an additional university<br />
imposed fee.<br />
The use <strong>of</strong> all computers and related equipment<br />
must comply with the ISU Information<br />
Systems Acceptable Use Policy. Habitual netsurfing<br />
and playing games are prohibited<br />
Recycling<br />
ISU Recycling/S.A.V.E is a group <strong>of</strong> students,<br />
staff and faculty concerned with environmental<br />
issues facing all <strong>of</strong> us. Please join this<br />
effort by properly using the recycling containers<br />
located throughout the <strong>College</strong> and by not<br />
putting trash in recycling containers.<br />
Access to <strong>College</strong> <strong>of</strong><br />
<strong>Ph</strong>armacy (Leonard Hall)<br />
Access to the Leonard Hall other than during<br />
regular <strong>of</strong>fice hours is available only to pharmacy<br />
students. After hours students may use<br />
their student photo ID (Bengal Card) to gain<br />
access to the student lounge.<br />
<strong>Ph</strong>armacy Fair<br />
The Academy <strong>of</strong> Students <strong>of</strong> <strong>Ph</strong>armacy (ASP),<br />
and the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy sponsor the<br />
<strong>Ph</strong>armacy Fair held each fall semester. Recruiters<br />
and pharmaceutical representatives<br />
are invited to conduct employment interviews<br />
and display their career opportunities at the<br />
exhibit fair.<br />
<strong>Ph</strong>armacy <strong>Ph</strong>onathon<br />
Each spring, pharmacy students contact<br />
alumni by telephone for financial pledges to<br />
the <strong>College</strong>. The phonathon raises between<br />
$40,000 and $70,000 each year. Depending on<br />
the contributor’s request, funds can be directed<br />
to a variety <strong>of</strong> needs such as scholarships,<br />
endowments, computer hardware and<br />
s<strong>of</strong>tware upgrades, and other areas <strong>of</strong> need<br />
within the college.<br />
E-Mail<br />
Correspondence from faculty and staff by<br />
means <strong>of</strong> email is considered delivered.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 28
Chemical Dependency<br />
Seminar<br />
Each fall the <strong>College</strong> presents an annual<br />
Chemical Dependency Seminar. Entering<br />
pharmacy and physician assistance students<br />
attend the program as part <strong>of</strong> their Orientation.<br />
Committees<br />
Administrative Council<br />
The Administrative Council serves to advise<br />
the Dean, and under his/her direction shall<br />
coordinate and cause to be implemented all<br />
faculty, student and staff activity required to<br />
fill the role and mission <strong>of</strong> the <strong>College</strong>.<br />
Assessment<br />
The Assessment Committee is responsible for<br />
the ongoing evaluation <strong>of</strong> the <strong>College</strong>’s pr<strong>of</strong>essional<br />
<strong>Ph</strong>arm.D. Degree program, including<br />
the traditional and nontraditional curricula.<br />
Curricular Affairs<br />
The Curricular Affairs Committee is responsible<br />
for conducting a continuing appraisal and<br />
evaluation <strong>of</strong> the current pr<strong>of</strong>essional pharmacy<br />
education curriculum, including the development<br />
<strong>of</strong> recommendations <strong>of</strong> curricular<br />
revision, additions and other alterations to<br />
assure optimal student learning and outcomes.<br />
Department Meetings<br />
Each department will formulate and follow a<br />
departmental role and mission statement,<br />
which is in support <strong>of</strong> the role, mission and<br />
goals <strong>of</strong> the <strong>College</strong>.<br />
Faculty Affairs<br />
The Faculty Affairs Committee conducts all<br />
individual faculty activity evaluations requested<br />
by the Dean for purposes <strong>of</strong> recommending<br />
academic promotion, for the awarding<br />
<strong>of</strong> tenure, and in special circumstances for<br />
the continuance <strong>of</strong> tenure (tenure competency<br />
reviews when required).<br />
Module Oversight<br />
Committee<br />
The Module Oversight Committee is responsible<br />
for the ongoing evaluation <strong>of</strong> the <strong>Ph</strong>arm.D.<br />
degree modules.<br />
Graduate Education and<br />
Faculty Research Affairs<br />
Committee<br />
The Graduate Education and Faculty Research<br />
Affairs Committee will develop policy<br />
and make recommendations as required in<br />
matters relating to graduate education and<br />
graduate degree programs in the <strong>College</strong> <strong>of</strong><br />
<strong>Ph</strong>armacy.<br />
Student Affairs Committee<br />
The Student Affairs Committee develops policy<br />
and makes recommendations pertaining to<br />
standards for pr<strong>of</strong>essional pharmacy student<br />
recruitment, admission and academic standards<br />
required for curricular progressions and<br />
completion. This committee will also establish<br />
and recommend standards for scholarships,<br />
awards and prizes and shall supervise the giving<br />
<strong>of</strong> such.<br />
Technology Committee<br />
The Technology Committee shall be responsible<br />
for on-gong assessment <strong>of</strong> the classroom<br />
audiovisual, computer and telecommunications<br />
equipment, and computer hardware and<br />
s<strong>of</strong>tware needs <strong>of</strong> the faculty, students and<br />
staff <strong>of</strong> the <strong>College</strong>, for both on-campus and<br />
<strong>of</strong>f-campus sites.<br />
29 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Student Organizations<br />
PPSA<br />
Pr<strong>of</strong>essional <strong>Ph</strong>armacy Student Alliance<br />
(PPSA) is known as an umbrella organization<br />
in that it many student pharmacy associations<br />
fall under its "umbrella." PPSA was conceived<br />
throughout the 2002-2003 semesters in an<br />
attempt to improve student involvement and<br />
strengthen the students’ representation in<br />
state organizations.<br />
The Academy <strong>of</strong> Students <strong>of</strong><br />
<strong>Ph</strong>armacy (ASP)<br />
ASP is the student division <strong>of</strong> the American<br />
<strong>Ph</strong>armaceutical Association and is open to all<br />
prepharmacy and pr<strong>of</strong>essional pharmacy students.<br />
This organization fosters pr<strong>of</strong>essional<br />
development through a number <strong>of</strong> activities<br />
including the patient counseling competition,<br />
sponsorship <strong>of</strong> the fall <strong>Ph</strong>armacy Fair, participation<br />
in the University's Health Fair, and<br />
various awareness activities. A delegation<br />
always attends the regional conference.<br />
Associated Students <strong>of</strong><br />
<strong>Idaho</strong> <strong>State</strong> University<br />
(ASISU)<br />
All clubs and organizations should be chartered<br />
through ASISU. Each college also has<br />
an elected ASISU senator to represent the<br />
interests <strong>of</strong> the college.<br />
American Society <strong>of</strong><br />
Health-Systems<br />
<strong>Ph</strong>armacists (ASHP)<br />
The ISU Student Chapter <strong>of</strong> ASHP is affiliated<br />
with both national and state organizations.<br />
Purposes <strong>of</strong> this chapter are to provide<br />
an opportunity for students to become knowledgeable<br />
about practice in health care settings,<br />
and to provide information about career<br />
directions and credentials needed for practice<br />
in this environment.<br />
National Community<br />
<strong>Ph</strong>armacists Association<br />
(NCPA), Student Chapter<br />
Students who are interested in pursuing careers<br />
in retail pharmacy initiated this organization.<br />
Activities include regional and national<br />
speakers, and sponsoring a delegation<br />
to the national convention.<br />
<strong>Ph</strong>i Delta Chi<br />
The <strong>College</strong>’s chapter <strong>of</strong> <strong>Ph</strong>i Delta Chi, a national<br />
organization established over 60 years<br />
ago, is the oldest student organization. Members<br />
actively participate in the ISU Health<br />
Fair, independently sponsor a Drug Abuse<br />
Awareness Program, and have adopted a section<br />
<strong>of</strong> the interstate for cleanup. In past<br />
years they have created a homecoming float<br />
and sponsored a Halloween dance.<br />
29 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
<strong>Ph</strong>i Lambda Sigma<br />
<strong>Ph</strong>i Lambda Sigma is the national pharmacy<br />
leadership society. The organization recognizes<br />
student leaders within the <strong>College</strong> <strong>of</strong><br />
<strong>Ph</strong>armacy and encourages the development <strong>of</strong><br />
leadership skills.<br />
Rho Chi Honor Society<br />
Rho Chi is the national pharmacy honor society<br />
that recognizes academic excellence. Students<br />
must maintain a GPA <strong>of</strong> 3.0 in all<br />
course work and be in the top 20% <strong>of</strong> their<br />
class to be considered for membership. Members<br />
sponsor the beginning <strong>of</strong> the school year<br />
picnic, the "brown bag" booth during the annual<br />
Health Fair, and participate in other<br />
campus activities.<br />
Student Senate<br />
The <strong>Ph</strong>armacy Student Senate is comprised <strong>of</strong><br />
the presidents and vice-presidents <strong>of</strong> each<br />
class, the presidents <strong>of</strong> each student organization<br />
within the <strong>College</strong>, and the <strong>College</strong>’s representative<br />
to ASISU. The purpose is to discuss<br />
important issues, facilitate communication<br />
between the student body <strong>of</strong> the college<br />
and the dean and faculty, and to coordinate<br />
organizations' activities within the college.<br />
Pr<strong>of</strong>essional Organizations<br />
American Association <strong>of</strong><br />
<strong>College</strong>s <strong>of</strong> <strong>Ph</strong>armacy<br />
(AACP)<br />
1426 Prince Street<br />
Alexandra, VA 22314-2841<br />
(703) 739-2330<br />
www.aacp.org<br />
AACP is the national organization whose mission<br />
is to serve its member colleges and their<br />
respective faculties by acting as their advocate<br />
at the national level, by providing forums for<br />
interaction and exchange <strong>of</strong> information<br />
among its members, by recognizing outstanding<br />
performance among its member educators,<br />
and by assisting member colleges in<br />
meeting their mission <strong>of</strong> educating and training<br />
pharmacists and pharmaceutical scientists.<br />
American <strong>College</strong> <strong>of</strong> Clinical<br />
<strong>Ph</strong>armacy (ACCP)<br />
3101 Broadway, Suite 650<br />
Kansas City, MO 64111<br />
(816) 531-2177<br />
www.accp.com<br />
ACCP is a pr<strong>of</strong>essional and scientific society<br />
dedicated to optimizing drug therapy outcomes<br />
in the pharmaceutical care <strong>of</strong> patients<br />
by promoting excellence and innovation in<br />
clinical pharmacy practice, research, and education.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 30
American <strong>Ph</strong>armacists<br />
Association (A<strong>Ph</strong>A)<br />
American <strong>Ph</strong>armacists Association relocated<br />
to an interim <strong>of</strong>fice space on June 26, 2006.<br />
The new address is:<br />
1100 15 th Street NW, Suite 400<br />
Washington, DC 20005-1707<br />
www.aphanet.org<br />
A<strong>Ph</strong>A promotes quality health care and rational<br />
drug therapy; works to protect the public<br />
health and assure the quality <strong>of</strong> drug products;<br />
promotes high pr<strong>of</strong>essional standards;<br />
and represents pharmacy's interests and lobbies<br />
for the pr<strong>of</strong>ession on legislative issues.<br />
The Association <strong>of</strong>fers continuing education<br />
and self-study programs, publications, insurance<br />
programs, financial services, pr<strong>of</strong>essional<br />
placement service, and a library <strong>of</strong> pharmacy<br />
and medical information.<br />
American Society <strong>of</strong> Health-<br />
System <strong>Ph</strong>armacists (ASHP)<br />
7272 Wisconsin Ave<br />
Bethesda, MD 208l4<br />
(30l) 657-3000, fax 301/652-8278<br />
www.ashp.org<br />
ASHP’s 30,000 health–system pharmacists<br />
practice in organized health-care settings such<br />
as hospitals, home health-care agencies, ambulatory<br />
care facilities, long-term care facilities,<br />
and health maintenance facilities. ASHP<br />
is a major publisher <strong>of</strong> pr<strong>of</strong>essional literature<br />
for health-care providers and conducts extensive<br />
educational conferences for pharmacists<br />
and other health pr<strong>of</strong>essionals. The society<br />
accredits pharmacy residency training and<br />
pharmacy technician training programs and<br />
develops and maintains the most comprehensive<br />
set <strong>of</strong> quality practice standards in the<br />
pharmacy pr<strong>of</strong>ession.<br />
<strong>Idaho</strong> Society <strong>of</strong> Health-<br />
System <strong>Ph</strong>armacists (ISHP)<br />
P.O. Box 7625<br />
Boise, ID 83707-1625<br />
208/ 461-8124, Fax 208/442-8031<br />
www.ishp.us<br />
ISHP is the state affiliate to ASHP. Their<br />
mission is to foster optimal pharmaceutical<br />
care. Membership provides opportunities for<br />
you to meet, interact and exchange information<br />
with your colleagues.<br />
<strong>Idaho</strong> <strong>State</strong> <strong>Ph</strong>armacy<br />
Association (ISPA)<br />
www.idahopharmacy.org<br />
The <strong>Idaho</strong> <strong>State</strong> <strong>Ph</strong>armacy Association affirms<br />
its commitment to all pharmacy practitioners<br />
regardless <strong>of</strong> practice setting. The mission <strong>of</strong><br />
ISPA is to serve, advance and promote the<br />
pr<strong>of</strong>ession <strong>of</strong> pharmacy. It is a great opportunity<br />
to participate, network, and impact the<br />
pr<strong>of</strong>ession.<br />
National Association <strong>of</strong><br />
Boards <strong>of</strong> <strong>Ph</strong>armacy (NABP)<br />
700 Busse Highway<br />
Park Ridge, IL 60068<br />
(847) 698-6227<br />
www.nabp.net<br />
The National Association <strong>of</strong> Boards <strong>of</strong> <strong>Ph</strong>armacy<br />
represents the boards <strong>of</strong> pharmacy is the<br />
United <strong>State</strong>s, Puerto Rico and Guam. Developed<br />
the NAPLEX/ MPJE, Federal Drug Law<br />
Examination and the Foreign <strong>Ph</strong>armacy<br />
Graduate Equivalent Examination.<br />
31 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
National Community<br />
<strong>Ph</strong>armacists Association<br />
(NCPA)<br />
205 Daingerfield Road<br />
Alexandria, VA 223l4<br />
(703) 683-8200<br />
www.ncpanet.org<br />
The National Community <strong>Ph</strong>armacists Association<br />
represents the pharmacist owners,<br />
managers, and employees <strong>of</strong> nearly 35,000<br />
independent community pharmacies across<br />
the country.<br />
Southeastern <strong>Idaho</strong><br />
<strong>Ph</strong>armacy Association<br />
(SEIPA)<br />
This organization is the regional affiliation to<br />
A<strong>Ph</strong>A and ISPA. The group provides an avenue<br />
for regional pharmacists to access continuing<br />
education programs, organize pharmacy<br />
activities and promote pharmacy in the<br />
community.<br />
Faculty and Staff<br />
(Date in parentheses indicates year <strong>of</strong> first appointment.<br />
Asterisk denotes members <strong>of</strong> Graduate Faculty)<br />
Adamcik, Barbara A., <strong>Ph</strong>.D. • Asst Academic<br />
VP and Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice<br />
and Administrative Sciences. B.A., 1974,<br />
University <strong>of</strong> California at Los Angeles;<br />
M.A., 198l; <strong>Ph</strong>.D., 1984, University <strong>of</strong><br />
Southern California. (1985)*<br />
Bhushan, Alok, <strong>Ph</strong>.D. • Associate Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. <strong>Ph</strong>.D., (Biochemistry),<br />
1982, Punjab Agricultural<br />
University, Ludhiana, India. (2004)<br />
Bigelow, James, <strong>Ph</strong>.D. • Associate Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armaceutical Sciences. <strong>Ph</strong>.D., (Biochemistry)<br />
1985, Indiana Univerity at<br />
Bloomington. 1979, BS in Microbiology,<br />
University <strong>of</strong> Illinois at Urbanachampaign.<br />
(2003)<br />
Borzadek, Eliza, <strong>Ph</strong>arm.D. • Visiting Clinical<br />
Assistant Pr<strong>of</strong>essor <strong>of</strong> Family Medicine.<br />
<strong>Ph</strong>arm.D., 2004, <strong>Idaho</strong> <strong>State</strong> University<br />
(2006)<br />
Briscoe, Ruth, B.B.A. •Financial Technician.<br />
B.B.A. 1974, <strong>Idaho</strong> <strong>State</strong> University.<br />
(1990)<br />
Cady, Paul S., <strong>Ph</strong>.D. • Associate Dean and<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S., 1980; M.S.,<br />
1986; <strong>Ph</strong>.D., 1988, University <strong>of</strong> Arizona.<br />
(1990)*<br />
Carr, Glenda, <strong>Ph</strong>arm.D. • Assistant Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. <strong>Ph</strong>arm.D.,2000, University <strong>of</strong><br />
Montana. (2002)<br />
Casperson, Kerry, <strong>Ph</strong>.D. • Clinical Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S. 1980; MBA<br />
1984, <strong>Idaho</strong> <strong>State</strong> University; MS 1989,<br />
University <strong>of</strong> Minnesota; <strong>Ph</strong>D 1996, <strong>Idaho</strong><br />
<strong>State</strong> University. (2003)<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 32
Charan, Nirmal B., MBBS • Associate Pr<strong>of</strong>essor,<br />
Staff <strong>Ph</strong>ysician and Medical Director,<br />
Respiratory Therapy and Pulmonary<br />
Function Lab, located at the Boise VA<br />
Medical Center. MBBS, 1969, Christian<br />
Medical <strong>College</strong>, India.<br />
Cleveland, Kevin, <strong>Ph</strong>arm.D. • Clinical Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and<br />
Administrative Sciences. <strong>Ph</strong>arm.D., 2002,<br />
<strong>Idaho</strong> <strong>State</strong> University. (2004)<br />
Cox, Kelly, B.S. • Technical Support (2003)<br />
Culbertson, Cynthia D.A. • Director <strong>of</strong> Student<br />
Relations & Admissions. B.S., 1991;<br />
MPA, 1995; DA, 2000, <strong>Idaho</strong> <strong>State</strong> University.<br />
(1998)<br />
Culbertson, Vaughn, <strong>Ph</strong>arm.D. • Chair and<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences and Director <strong>of</strong><br />
Practitioner Affairs. B.S., 197l, University<br />
<strong>of</strong> Nebraska, Lincoln; <strong>Ph</strong>arm.D., 198l,<br />
University <strong>of</strong> Nebraska Medical Center,<br />
Omaha. (1989)*<br />
Cummins, Matthew, B.S. • Technical Support<br />
Manager. B.S., 2002, <strong>Idaho</strong> <strong>State</strong><br />
University. (2003)<br />
Cusack, Barry J., M.D. • Adjunct Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armacology; Chief, Geriatrics Section;<br />
and Co-Director, VA Fellowship Program<br />
in Geriatrics, located at the Boise Veterans<br />
Affairs Medical Center. M.D., 1980,<br />
University <strong>College</strong>, Dublin.<br />
Dahmer, Rae • Admin Assist I, Office <strong>of</strong> the<br />
Associate Dean. (1987)<br />
Daniels, Christopher K., <strong>Ph</strong>.D. • Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. B.S., 1972,<br />
Humboldt <strong>State</strong> University; M.S., 1975,<br />
University <strong>of</strong> Wisconsin; <strong>Ph</strong>.D., 1982,<br />
Stanford University. (1988)*<br />
Dean, Dan • Assistant to the Dean for Development.<br />
(2005)<br />
Devaud, Leslie, <strong>Ph</strong>.D. • Assistant Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. <strong>Ph</strong>.D., Neuropharmacology,<br />
1988, Oregon <strong>State</strong> University,<br />
Corvallis, OR. (1998)*<br />
Diedrich, Dana L., <strong>Ph</strong>.D. • Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armaceutical<br />
Sciences. B.S., 1969; M.S.,<br />
1972, University <strong>of</strong> Kentucky; <strong>Ph</strong>.D. 1974,<br />
Pennsylvania <strong>State</strong> University. (1991)*<br />
Dodson, Robin, <strong>Ph</strong>.D. • Chief Academic Officer,<br />
Boise Center and Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armaceutical<br />
Sciences. BA 1970, Eastern<br />
Washing Stae <strong>College</strong>; BS <strong>Ph</strong>arm, 1981,<br />
<strong>Idaho</strong> <strong>State</strong> University; <strong>Ph</strong>.D. 1978, Washington<br />
<strong>State</strong> University. (1975, 1997,<br />
2003)<br />
Eley, John, <strong>Ph</strong>.D. • Associate Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. BSc., 1980 ,<br />
University <strong>of</strong> Aberdeen, Scotland, UK;<br />
MSc,1982; <strong>Ph</strong>.D., 1988, University <strong>of</strong><br />
Strathclyde, Scotland, UK; (2005)<br />
Etlan, Debra • Office Specialist <strong>of</strong> <strong>Ph</strong>armacy<br />
Practice and Administrative Sciences.<br />
(2005)<br />
Erramouspe, John, <strong>Ph</strong>arm.D. • Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S., 198l, <strong>Idaho</strong> <strong>State</strong> University;<br />
M.S., 1983, Oregon <strong>State</strong> University;<br />
<strong>Ph</strong>arm.D., 1993, University <strong>of</strong> Illinois.<br />
(1985)<br />
Force, Rex, <strong>Ph</strong>arm.D. • Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy<br />
Practice and Administrative Sciences.<br />
B.S., 1988, Oregon <strong>State</strong> University;<br />
<strong>Ph</strong>arm.D., 1991, University <strong>of</strong> Texas, Austin.<br />
(1993)<br />
Force, Wendy, R.<strong>Ph</strong>. • Clin Inst and Research<br />
Associate. B.S., 1988, Oregon <strong>State</strong> University.<br />
(1996)<br />
Gauss, Andrew, B.A. • Assistant to the Dean<br />
for <strong>College</strong> Relations, B.A., 1996, Mass<br />
Communication, <strong>Idaho</strong> <strong>State</strong> University.<br />
(2002)<br />
Gould, Frederica "Teddie", M.S. • Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S., 1973; M.S.,<br />
1979, University <strong>of</strong> Iowa. (1981)<br />
33 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Hefflinger, Roger, <strong>Ph</strong>arm. D. • Associate Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, located at the Boise Family<br />
Medical Center. <strong>Ph</strong>arm.D., 1986, University<br />
<strong>of</strong> Nebraska. (1987)<br />
Hetrick, Sharlene • Admin Assist, <strong>Ph</strong>armacy<br />
Practice and Administrative Sciences, located<br />
at the Boise Veterans Affairs Medical<br />
Center. (1997)<br />
Heyneman, Catherine, <strong>Ph</strong>arm.D. • Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. <strong>Ph</strong>arm.D., 1993,<br />
<strong>Idaho</strong> <strong>State</strong> University.<br />
Hoagland, Sam, J.D. • Adjunct Assistant Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S., 1976, <strong>Idaho</strong> <strong>State</strong><br />
University; J.D., 1982, University <strong>of</strong><br />
<strong>Idaho</strong>. (2002)<br />
Ineck, Joseph, <strong>Ph</strong>arm.D. • Clinical Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences in Boise. <strong>Ph</strong>arm.D.,<br />
1998, <strong>Idaho</strong> <strong>State</strong> University. (2006)<br />
Jue, Sandra G., <strong>Ph</strong>arm.D. • Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, located at the Boise Veterans Affairs<br />
Medical Center. <strong>Ph</strong>arm.D., 1972,<br />
University <strong>of</strong> San Francisco.<br />
Lai, James, C.K., <strong>Ph</strong>.D. • Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armaceutical<br />
Sciences. B.S., 1970, University<br />
<strong>College</strong>; M.S., 197l, Birmingham University;<br />
<strong>Ph</strong>.D., 1975 London University.<br />
(1991)*<br />
Lehman, Kathleen • Office Specialist, Office <strong>of</strong><br />
the Dean. (1999)<br />
Liday, Cara, <strong>Ph</strong>arm.D. • Associate Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. <strong>Ph</strong>arm.D., 1996, <strong>Idaho</strong> <strong>State</strong><br />
University. (1998)<br />
Lott, Rex S., <strong>Ph</strong>arm.D. • Associate Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice, located at the Boise<br />
Veterans Affairs Medical Center. B.S.,<br />
1972, Washington <strong>State</strong> University;<br />
<strong>Ph</strong>arm.D.,1977, University <strong>of</strong> Minnesota.<br />
(1997)<br />
Madaras-Kelly, Karl J., <strong>Ph</strong>arm.D. • Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, located at the Boise<br />
Veterans Affairs Medical Center. B.S.,<br />
1991, <strong>Ph</strong>arm.D., 1992, University <strong>of</strong> Minnesota.<br />
Maheras, Louanna. B.S. • Admin Assist,<br />
<strong>Ph</strong>armacy Practice and Administrative<br />
Sciences. B.S.,1994, <strong>Idaho</strong> <strong>State</strong> University.<br />
(2000)<br />
Mason, Barbara J., <strong>Ph</strong>arm.D. • Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, located at the Boise Veterans Affairs<br />
Medical Center. <strong>Ph</strong>arm.D., 1982,<br />
University <strong>of</strong> Nebraska. (1987)<br />
Olah, Mark, <strong>Ph</strong>.D. • Assistant Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. B.S. 1983.<br />
<strong>Ph</strong>iladelphia <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy and<br />
Science; <strong>Ph</strong>.D., Ohio <strong>State</strong> University,<br />
1988. (2004)<br />
Oliphant, Catherine, <strong>Ph</strong>arm.D. • Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, B.S. 1987, Drake<br />
University; <strong>Ph</strong>arm.D. 1993, University <strong>of</strong><br />
Michigan. (2003)<br />
Olson, Richard D., <strong>Ph</strong>.D. • Associate Pr<strong>of</strong>essor<br />
<strong>of</strong> <strong>Ph</strong>armacology and Chief <strong>of</strong> the Cardiovascular<br />
<strong>Ph</strong>armacology Research Laboratory,<br />
located at the Boise VA Medical Center.<br />
B.S., 1971, <strong>College</strong> <strong>of</strong> <strong>Idaho</strong>; <strong>Ph</strong>.D.,<br />
1978 Vanderbilt University.<br />
Owens, Christopher, <strong>Ph</strong>arm.D. • Clinical Assistant<br />
Pr<strong>of</strong>essor, Department <strong>of</strong> <strong>Ph</strong>armacy<br />
Practice and Administrative Sciences.<br />
B.A. 1998, Utah <strong>State</strong> University;<br />
<strong>Ph</strong>arm.D. 2002, <strong>Idaho</strong> <strong>State</strong> University.<br />
(2003)<br />
Pugmire, Brooke, <strong>Ph</strong>arm.D. • Visiting Clinical<br />
Assistant Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice<br />
and Administrative Sciences.<br />
<strong>Ph</strong>arm.D., 2004, <strong>Idaho</strong> <strong>State</strong> University<br />
(2006)<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 34
Rhodes, Richard S., <strong>Ph</strong>arm.D. • Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armacy Practice and Administrative<br />
Sciences and Director <strong>of</strong> <strong>Ph</strong>armacy Services<br />
at the <strong>Idaho</strong> <strong>State</strong> Veterans' Nursing<br />
Home, Pocatello, <strong>Idaho</strong>. B.S., 1972, Mercer<br />
University; B.S., 1978 Florida A&M<br />
University; <strong>Ph</strong>arm.D., 1983, Mercer University.<br />
(1987)*<br />
Risinger, Fred, <strong>Ph</strong>.D. • Chair and Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armaceutical Sciences.<br />
B.S. 1978, Louisiana <strong>State</strong> University in<br />
Shreveport; M.S. 1981, <strong>Ph</strong>.D. 1987, University<br />
<strong>of</strong> Louisiana Monroe. (2002)<br />
Robison, Karen, <strong>Ph</strong>arm.D. • Adjunct Assistant<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacy Practice and<br />
Administrative Sciences. St. Luke’s RMC,<br />
Boise. (2006)<br />
Sawyer, Dennis, <strong>Ph</strong>arm.D. • Affiliate faculty<br />
<strong>of</strong> <strong>Ph</strong>armacy Practice and Administrative<br />
Sciences, located at Southern <strong>Idaho</strong> Medical<br />
Group, B.S., 1973, <strong>Idaho</strong> <strong>State</strong> University;<br />
<strong>Ph</strong>arm. D., 1979, University <strong>of</strong> Texas.<br />
Selvage, Dan, <strong>Ph</strong>.D. • Assistant Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. B.S. 1986, University<br />
<strong>of</strong> Oregon; M.<strong>Ph</strong>il. 1996, University<br />
<strong>of</strong> Cambridge; <strong>Ph</strong>.D. 2001, University<br />
<strong>of</strong> Montana. (2004)<br />
Sion, Beverly • Admin Assist, <strong>Ph</strong>armacy<br />
Practice and Administrative Sciences, and<br />
the Non-traditional program. (1986)<br />
Steiner, Joseph F., <strong>Ph</strong>arm.D. • Dean and Pr<strong>of</strong>essor.<br />
B.S., 1971 & 1973; <strong>Ph</strong>arm.D. 1974,<br />
University <strong>of</strong> Michigan. (2001)<br />
Stevens, Dennis L., M.D., <strong>Ph</strong>.D. • Associate<br />
Pr<strong>of</strong>essor <strong>of</strong> <strong>Ph</strong>armacology and Chief <strong>of</strong> Infectious<br />
Diseases Unit, located at the<br />
Boise Veterans Affairs Medical Center.<br />
B.A., 1964, University <strong>of</strong> Montana; <strong>Ph</strong>.D.,<br />
1967, Montana <strong>State</strong> University; M.D.,<br />
197l, University <strong>of</strong> Utah.<br />
Taylor, Barbara, B.S. • Office Specialist, Department<br />
<strong>of</strong> <strong>Ph</strong>armaceutical Sciences.<br />
B.S., 1966, BYU, Provo, Utah.<br />
Walker, Cindy • Administrative Assist II,<br />
Office <strong>of</strong> the Dean. (1986)<br />
Welch, Marty, B.A., • Video Instruction Manager.<br />
B.A., 1976, Florida <strong>State</strong> University.<br />
(2002)<br />
Wilson, Cindy, <strong>Ph</strong>.D. • Associate Pr<strong>of</strong>essor <strong>of</strong><br />
<strong>Ph</strong>armaceutical Sciences. B.S., 1984,<br />
Pennsylvania <strong>State</strong> <strong>College</strong>; <strong>Ph</strong>.D., 1990,<br />
East Carolina University School <strong>of</strong> Medicine.<br />
(1995)<br />
35 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Code <strong>of</strong> Ethics for <strong>Ph</strong>armacists<br />
PREAMBLE<br />
<strong>Ph</strong>armacists are health pr<strong>of</strong>essionals who assist individuals in making the best use <strong>of</strong> medications.<br />
This Code, prepared and supported by pharmacists, is intended to state publicly the principles that<br />
form the fundamental basis <strong>of</strong> the roles and responsibilities <strong>of</strong> pharmacists. These principles, based<br />
on moral obligations and virtues, are established to guide pharmacists in relationships with patients,<br />
health pr<strong>of</strong>essionals, and society.<br />
I. A pharmacist respects the covenantal relationship between the patient and pharmacist.<br />
Considering the patient-pharmacist relationship as a covenant means that a pharmacist has<br />
moral obligations in response to the gift <strong>of</strong> trust received from society. In return for this gift,<br />
a pharmacist promises to help individuals achieve optimum benefit from their medications,<br />
to be committed to their welfare, and to maintain their trust.<br />
II. A pharmacist promotes the good <strong>of</strong> every patient in a caring, compassionate, and confidential<br />
manner.<br />
A pharmacist places concern for the well-being <strong>of</strong> the patient at the center <strong>of</strong> pr<strong>of</strong>essional<br />
practice. In doing so, a pharmacist considers needs stated by the patient as well as those defined<br />
by health science. A pharmacist is dedicated to protecting the dignity <strong>of</strong> the patient.<br />
With a caring attitude and a compassionate spirit, a pharmacist focuses on serving the patient<br />
in a private and confidential manner.<br />
III. A pharmacist respects the autonomy and dignity <strong>of</strong> each patient.<br />
A pharmacist promotes the right <strong>of</strong> self-determination and recognizes individual self-worth<br />
by encouraging patients to participate in decisions about their health. A pharmacist communicates<br />
with patients in terms that are understandable. In all cases, a pharmacist respects<br />
personal and cultural differences among patients.<br />
IV. A pharmacist acts with honesty and integrity in pr<strong>of</strong>essional relationships.<br />
A pharmacist has a duty to tell the truth and to act with conviction <strong>of</strong> conscience. A pharmacist<br />
avoids discriminatory practices, behavior or work conditions that impair pr<strong>of</strong>essional<br />
judgment, and actions that compromise dedication to the best interests <strong>of</strong> patients.<br />
V. A pharmacist maintains pr<strong>of</strong>essional competence.<br />
A pharmacist has a duty to maintain knowledge and abilities as new medications, devices,<br />
and technologies become available and as health information advances.<br />
VI. A pharmacist respects the values and abilities <strong>of</strong> colleagues and other health pr<strong>of</strong>essionals.<br />
When appropriate, a pharmacist asks for the consultation <strong>of</strong> colleagues or other health pr<strong>of</strong>essionals<br />
or refers the patient. A pharmacist acknowledges that colleagues and other health<br />
pr<strong>of</strong>essionals may differ in the beliefs and values they apply to the care <strong>of</strong> the patient.<br />
VII. A pharmacist serves individual, community, and societal needs.<br />
The primary obligation <strong>of</strong> a pharmacist is to individual patients. However, the obligations <strong>of</strong><br />
a pharmacist may at times extend beyond the individual to the community and society. In<br />
these situations, the pharmacist recognizes the responsibilities that accompany these obligations<br />
and acts accordingly.<br />
VIII. A pharmacist seeks justice in the distribution <strong>of</strong> health resources.<br />
When health resources are allocated, a pharmacist is fair and equitable, balancing the needs<br />
<strong>of</strong> patients and society.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 36
Health Status Form<br />
Name _____________________________<br />
MEASLES<br />
Born prior to 1957<br />
OR<br />
Documentation <strong>of</strong> physician diagnosed measles. (Attach copy)<br />
OR<br />
Laboratory evidence <strong>of</strong> measles. (Attach copy <strong>of</strong> laboratory results)<br />
OR<br />
Documented immunization with two doses <strong>of</strong> live virus vaccine on or after first birthday<br />
given at least one month apart.<br />
Date <strong>of</strong> 1st Dose ______________ Date <strong>of</strong> 2nd Dose _______________<br />
MUMPS<br />
Documentation <strong>of</strong> physician diagnosed mumps. (Attach copy)<br />
OR<br />
Documented immunization with one dose <strong>of</strong> live virus mumps vaccine on or after first<br />
birthday. Date <strong>of</strong> immunization _____________________.<br />
RUBELLA<br />
<br />
<br />
Laboratory evidence <strong>of</strong> rubella immunity. (Attach copy <strong>of</strong> laboratory results).<br />
OR<br />
Documented immunization with one dose <strong>of</strong> live virus rubella vaccine on or after first<br />
birthday. Date <strong>of</strong> immunization _____________________.<br />
TB SKIN TEST<br />
Date <strong>of</strong> negative PPD ___________OR Date <strong>of</strong> negative CXR_________________<br />
Date <strong>of</strong> chest x-ray ____________________OR treatment _________________<br />
CHICKEN POX (Varicella)<br />
History <strong>of</strong> having Chicken Pox; either self-identified or written verification; ______.<br />
OR<br />
Immunization for Chicken pox Date <strong>of</strong> immunization ____________________<br />
HEPATITIS B<br />
Laboratory evidence <strong>of</strong> immunity (Attach copy <strong>of</strong> laboratory results)<br />
OR<br />
Documented immunization by completing the vaccine series.<br />
Date <strong>of</strong> immunizations #1 _________, #2 ___________, #3 ___________<br />
Signature <strong>of</strong> authorized health care provider<br />
_________________________________<br />
37 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
Experiential Learning Objectives (PHAR 901)<br />
Student’s Name (Please Print or Type) Registration #<br />
Please initial and date each competency that the extern is competent and capable <strong>of</strong> performing.<br />
Pr<strong>of</strong>essional Conduct Initials Date<br />
1. Conducting themselves in a pr<strong>of</strong>essional manner, showing concern<br />
for patient welfare, and respecting the patient's right to confidentiality.<br />
2. Interacting with other health care pr<strong>of</strong>essionals in a way that facilitates<br />
cooperation and trust.<br />
3. Communicating with patients <strong>of</strong> differing social, economic, and<br />
ethnic backgrounds, utilizing active listening skills, and speaking<br />
at a level appropriate for the patient’s level <strong>of</strong> understanding.<br />
4. Acting in a manner that conveys honesty and integrity.<br />
Prescriptions Compounding and Dispensing<br />
1. Determining that a prescription, or medication order contains all<br />
necessary information for accurate dispensing and is in conformance<br />
with legal requirements (i.e., patient name, address, prescriber<br />
name, signature, etc).<br />
2. Obtaining relevant information from the patient including drug<br />
history, allergies, age, weight, etc.<br />
3. Establishing and maintaining a patient pr<strong>of</strong>ile by accurately<br />
documenting all pertinent information.<br />
4. Selecting the correct drug product when filling a prescription, or<br />
medication order. This includes providing the proper drug,<br />
strength, dosage form, and quantity ordered.<br />
5. Choosing an appropriate container (size and variety) for storage<br />
or use <strong>of</strong> any dispensed medication.<br />
6. Producing a prescription, or medication label which contains all<br />
information required by <strong>State</strong> and Federal regulations.<br />
7. Producing a prescription label which correctly interprets directions in<br />
a manner understandable to the patient, and which assists in the safe<br />
and efficacious use <strong>of</strong> the medication.<br />
8. Performing the necessary steps for prescription, refill authorization<br />
or medication order renewal.<br />
9. Compounding simple prescriptions. May require counting, weighing,<br />
measuring & reconstitution i.e., amoxicillin suspension.<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 38
10. Documenting all necessary steps and procedures involved in the<br />
compounding <strong>of</strong> a drug product.<br />
11. Producing a pharmaceutically elegant product (i.e. the label is<br />
clean and applied to the container correctly).<br />
12. Describing what policies and procedures are in place for dealing<br />
with medication errors.<br />
<strong>Ph</strong>armacy Management<br />
1. Describing the principles <strong>of</strong> inventory control, and stock arrangement<br />
and storage procedures.<br />
2. Ordering, returning merchandise, receiving and pricing medication<br />
products from wholesalers.<br />
3. Maintaining suitable records for poisons, controlled substances,<br />
syringes and needles.<br />
4. Summarizing pharmacy management responsibilities, i.e., policy<br />
and procedure development, employee relations, etc.<br />
Drug Information<br />
Other<br />
1. Utilizing an appropriate resource to determine the ingredient(s)<br />
<strong>of</strong> an unidentified tablet/capsule.<br />
2. Judging whether he or she can correctly answer a patient request<br />
for information, or referring the patient to an appropriate source<br />
for response.<br />
3. Recognizing and referring any case <strong>of</strong> poisoning or overdose to the<br />
nearest poison information center.<br />
1. Summarizing what actions are taken when a patient presents<br />
with a forged prescription (i.e. notifying the appropriate authorities).<br />
2. Explaining the basics <strong>of</strong> third party billing and insurance policies<br />
and procedures.<br />
I hereby certify that all statements given herein are true, and that to the best <strong>of</strong> my knowledge<br />
the experience thus gained by this applicant has been predominantly related to the<br />
practice <strong>of</strong> pharmacy.<br />
Date Preceptor Name (print) Preceptor Signature Initials<br />
39 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
<strong>Idaho</strong> <strong>State</strong> University<br />
<strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy<br />
Externship Certification Form<br />
These hours may be certified only by an individual currently licensed as a preceptor<br />
in the state in which the externship is completed.<br />
This is to certify that ____________________________________________ has<br />
(first and last name <strong>of</strong> student)<br />
completed ________________ clock hours in direct pharmaceutical care<br />
(number <strong>of</strong> hours)<br />
at _________________________________________ in _________________________.<br />
(name <strong>of</strong> pharmacy)<br />
(city, state)<br />
Name <strong>of</strong> Preceptor:<br />
<strong>Ph</strong>one Number:<br />
Site License Number:<br />
Licensing <strong>State</strong>:<br />
<strong>Ph</strong>armacy License Number:<br />
______________________________________<br />
(Preceptor’s signature)<br />
___________________________<br />
(Date)<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 40
IDAHO STATE UNIVERSITY<br />
COLLEGE OF PHARMACY<br />
CONFIDENTIALITY UNDERSTANDING<br />
<strong>By</strong> signing and dating this Confidentiality Understanding, the undersigned<br />
STUDENT indicates an understanding <strong>of</strong>, and agrees to be bound by, applicable<br />
terms and conditions <strong>of</strong> any agreement between any FACILITY and IDAHO STATE<br />
UNIVERSITY (“PROGRAM”). The STUDENT acknowledges that, as a material<br />
part <strong>of</strong> the consideration provided to FACILITY in exchange for FACILITY allowing<br />
the STUDENT’S clinical education at FACILITY, STUDENT agrees that any patient<br />
information acquired during the clinical education is confidential, and that the<br />
STUDENT shall maintain the confidentiality <strong>of</strong> and not disclose this information at<br />
all times, both during the clinical education and after it has ended. STUDENT further<br />
agrees to abide by the applicable rules and policies <strong>of</strong> FACILITY and PRO-<br />
GRAM while at FACILITY. STUDENT understands that, in addition to other available<br />
remedies, FACILITY may immediately remove the STUDENT and terminate<br />
the STUDENT’S clinical education if, in the opinion <strong>of</strong> FACILITY, the STUDENT<br />
endangers a patient, breaches patient confidentiality, disrupts the operation <strong>of</strong> FA-<br />
CILITY, or refuses to comply with the requests <strong>of</strong> FACILITY or its supervisory<br />
staff.<br />
I have read and understand this Confidentiality Understanding, and I agree to<br />
abide by its terms. This Confidentiality Understanding shall be effective for the<br />
duration <strong>of</strong> the STUDENT’S enrollment in the Doctor <strong>of</strong> <strong>Ph</strong>armacy program.<br />
Student’s Signature<br />
Date<br />
_______________________________________________<br />
Student’s Name (Print)<br />
41 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook
INDEX<br />
A<br />
Academic Dishonesty, 13<br />
Access to <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy (Leonard Hall), 27<br />
Accreditation, 10<br />
Advance <strong>Ph</strong>armacy Practice Experience (APPE), 22<br />
Advising, 19<br />
Americans with Disabilities Act (ADA) Resource Center, 13<br />
APPE Sites, 22<br />
Assessment, 8<br />
Assessment Endpoint Abilities & Competencies, 10<br />
Associate Dean, Welcome from, 6<br />
B<br />
Boards <strong>of</strong> <strong>Ph</strong>armacy, 23<br />
Boise, relocate to, 22<br />
C<br />
Calendar, 1<br />
Case Studies in <strong>Ph</strong>armacy, 12<br />
Chemical Dependency Seminar, 28<br />
Code <strong>of</strong> Ethics for <strong>Ph</strong>armacists, 36<br />
Combined Programs, 24<br />
Computer Use/Literacy, 27<br />
Committees, 28<br />
Concerns or Complaints, 20<br />
Confidentially Understanding 41<br />
Curriculum, 7<br />
D<br />
Dean, welcome from, 5<br />
Dean’s List, 13<br />
E<br />
F<br />
E-Mail, 27<br />
Early <strong>Ph</strong>armacy Practice Experience (EPPE), 22<br />
Electives, 19<br />
Faculty and Staff, 32<br />
Fees, 8<br />
Financial Aid, 25<br />
2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook 42
G<br />
General Abilities and Competencies, 8<br />
General Education Goals, 12<br />
Goals - <strong>Ph</strong>arm. D. Program, 8<br />
Graduate Programs, 24<br />
H<br />
Health Policy, 21<br />
Health Status Form, 37<br />
HIPAA, 20<br />
History <strong>of</strong> the <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy, 3<br />
L<br />
Learning Objectives (PHAR 901), 38<br />
Liability Insurance, 23<br />
M<br />
Mission, 11<br />
N<br />
Nametags, 23<br />
Non-Resident Tuition Waivers, 25<br />
Nontraditional Doctor <strong>of</strong> <strong>Ph</strong>armacy, 25<br />
O<br />
Organizations, Pr<strong>of</strong>essional, 30<br />
Organizations, Student, 29<br />
Other Programs, 24<br />
P<br />
Petitions, 13<br />
<strong>Ph</strong>armacist, Registered, 23<br />
<strong>Ph</strong>armacy Fair, 27<br />
<strong>Ph</strong>onathon, 27<br />
Policies and Procedures, 12<br />
Pr<strong>of</strong>essional Conduct Policy, 17<br />
Progressions, 18<br />
Program Modifications, 12<br />
Program Structure, 8<br />
R<br />
Residencies and Fellowships, 24<br />
Resources and Events, 27<br />
S<br />
T<br />
Scholarships, 26<br />
Scholastic Appeals, 15<br />
Student Conduct, 13<br />
Student Lounge, 27<br />
Two-D Rule, 18<br />
Two hundred (200) hours Form, 40<br />
V<br />
Values, 11<br />
Vision, 12<br />
W<br />
WICHE Funding, 25<br />
43 2006 <strong>College</strong> <strong>of</strong> <strong>Ph</strong>armacy Student Handbook