Assessment Plans

The D'Youville College School of Pharmacy (DYCSoP) has approved educational outcomes for the Doctor of Pharmacy Program.

PDF file Assessment Plan AY2013-2014 (PDF)
PDF file Assessment Plan AY2012-2013 (PDF)
PDF file Assessment Plan AY2011-2012 (PDF)

These competencies and outcomes parallel those of the national accrediting agency for professional programs in pharmacy. This organization, the Accreditation Council for Pharmaceutical Education [ACPE], has set forth specific standards and guidelines that must be followed and demonstrated prior to a program being awarded accreditation status. The standards encompass organizational standards for faculty and supportive personnel, and fiscal and physical resource needs, and student and curricular requirements.

The standards that are currently most applicable to the D'Youville College School of Pharmacy Assessment Plan and its curricular program include:

The Goal of the Curriculum (Standard No. 9)

The college or school's professional degree program curriculum must prepare graduates with the professional competencies to enter pharmacy practice in any setting to ensure optimal medication therapy outcomes and patient safety, satisfy the educational requirements for licensure as a pharmacist, and meet the requirements of the university for the degree. The curriculum must develop in graduates knowledge that meets the criteria of good science; professional skills, attitudes, and values; and the ability to integrate and apply learning to both the present practice of pharmacy and the advancement of the profession. Graduates must be able to identify and implement needed changes in pharmacy practice and healthcare delivery.

Teaching and Learning Methods (Standard No. 11)

The college or school, throughout the curriculum and in all program pathways, must use and integrate teaching and learning methods that have been shown through curricular assessments to produce graduates who become competent pharmacists by ensuring the achievement of the stated outcomes, fostering the development and maturation of critical thinking and problem-solving skills, meeting the diverse learning needs of students, and enabling students to transition from dependent to active, self-directed, lifelong learners.

Professional Competencies and Outcome Expectations (Standard No. 12)

Professional pharmacist competencies that must be achieved by graduates through the professional degree program curriculum are the ability to:

  1. Provide patient care in cooperation with patients, prescribers, and other members of an inter professional healthcare team based upon sound therapeutic principles and evidence-based data, taking into account relevant legal, ethical, social, cultural, economic, and professional issues, emerging technologies, and evolving biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences that may impact therapeutic outcomes.
  2. Manage and use resources of the healthcare system, in cooperation with patients, prescribers, other healthcare providers, and administrative and supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and time-sensitive medication distribution; and to improve therapeutic outcomes of medication use.
  3. Promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an interprofessional team of healthcare providers. These professional competencies must be used to guide the development of stated student learning outcome expectations for the curriculum. To anticipate future professional competencies, outcome statements must incorporate the development of the skills necessary to become self-directed lifelong learners.

Curricular Core—Pharmacy Practice Experiences (Standard No. 14)

The college or school must provide a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of: 

  1. "Good science" implies having the following characteristics: evidence-based, logical, convincing, explanatory, honest, testable, and systematic.
  2. American Association of Colleges of Pharmacy's, Center for the Advancement of Pharmaceutical Education (CAPE), Educational Outcomes, 2004 (with minor edits) adequate scope, intensity, and duration to support the achievement of the professional competencies presented in Standard 12.

The pharmacy practice experiences must integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum. The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site must be defined. Student performance, nature and extent of patient and healthcare professional interactions, where applicable, and the attainment of desired outcomes must be documented and assessed. In aggregate, the pharmacy practice experiences must include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other healthcare professionals. Most pharmacy practice experiences must be under the supervision of qualified pharmacist preceptors licensed in the United States.

Assessment and Evaluation of Student Learning and Curricular Effectiveness (Standard No. 15)

As a component of its evaluation plan, the college or school must develop and carry out assessment activities to collect information about the attainment of desired student learning outcomes. The assessment activities must employ a variety of valid and reliable measures systematically and sequentially throughout the professional degree program. The college or school must use the analysis of assessment measures to improve student learning and the achievement of the professional competencies. The college or school must systematically and sequentially evaluate its curricular structure, content, organization, and outcomes. The college or school must use the analysis of outcome measures for continuous improvement of the curriculum and its delivery.

Learn More

  • ACPE Standards

    View the accreditation standards and guidelines, as published by the Accreditation Council for Pharmacy Education (ACPE).
    Read more

  • Accreditation

    D'Youville College's Doctor of Pharmacy program is accredited by the Accreditation Council for Pharmacy Education.
    Read more

  • DYC Accreditation

    D'Youville College is authorized by the Board of Regents of the State of New York to award degrees and certificates and accredited by the Middle States Commission on Higher Education.
    Read more

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