Exception Request online petition. Final Examination Conflict online petition. New Parent Accommodation Petition pdf. Optional Student Fee Package Petition pdf. Overload Petition online petition. Program Change Form online. Program of Study Worksheet - Masters Programs. Program of Study Worksheet - Doctoral Programs. Fourth-year students return to the Laramie campus three times during their final year for participation in Reflective Weeks.
During this time, students reconvene to present final seminars, participate in group discussions and attend pertinent lectures and activities. Students receive academic credit for all experiential courses and therefore cannot receive remuneration from the associated activities. Students will also be responsible for maintaining a portfolio for applicable components of the experiential program detailing examples of their work, patient care activities and reflective writing assignments.
Students will be required to travel for experiential. Co-Curricular Learning Purpose To inform University of Wyoming Doctor of Pharmacy students and School of Pharmacy faculty about co-curricular learning activities required for graduation from the Doctor of Pharmacy program. Definition of co-curricular learning Co-curricular learning refers to activities that complement and advance the learning and development that occurs within the formal didactic and experiential curriculum.
These learning experiences are conducted outside the classroom and are an extension of, or integrated with, the formal curriculum, offering a wide-range of opportunities to enhance development of key skills and attitudes. Approved activities will promote collaboration with a wide range of people and disciplines and promote growth in multiple domains including problem solving, creative thinking, communication, professionalism, leadership, teamwork, innovation, and self- awareness.
Why are co-curricular activities important? Co-curricular learning experiences allow for exposure and collaboration with a wide range of people and disciplines to help refine patient care skills and provide opportunities for professional development. These important skills are necessary to be a well-rounded and competent Scholar Practitioner upon graduation. In addition, the ACPE Standards require Schools of Pharmacy to implement co-curricular activities that complement the formal curriculum.
Co-Curricular Requirements: You will be required to participate in one co-curricular activity each semester fall and spring in your P1 through P3 years six activities over 6 semesters.
To allow for some flexibility, you may opt to submit two activities in one semester for the year rather than spread across two semesters, however you cannot submit more than two activities in one academic year for co-curricular credit. Note that any activity in which you are paid will NOT count as a co-curricular activity. In addition, any activity required as a part of another course within the University of Wyoming will NOT be counted as co-curricular.
Involvement in an activity that is designed to advocate for the profession, or educates the public about the profession You must complete one activity in each of these categories prior to the start of your P4 year. You will not be allowed to begin your P4 Advanced Pharmacy Practice Experience APPE rotations until you have completed all six activities and their accompanying reflective writing assignments. Once you complete your cocurricular activity, you must complete the Co-Curricular Activity Reflection.
In addition, you must provide documentation of your participation in, or completion of, the activity. If it is a live volunteer activity, you should complete the Co-Curricular Activity Documentation Form, and then have a supervisor or preceptor sign the form. Other approved methods of documentation include a photo of you involved in the activity, certificate of completion, etc.
If you have questions about the most appropriate method of documentation, please get in touch with your Academic or Clinical Advisor. Co-Curricular Activities For full list of pre-approved co-curricular activities, please see the Co-Curricular Activities document. If you wish to participate in another activity not on the pre-approved list and receive co-curricular credit for the activity, the following criteria must be met: 1. You must be able to describe how the activity helped you to advance in one of 9 domains a.
Innovative Thinking b. Patient and Profession Advocacy c. Inter-professional Collaboration d. Social Awareness e. Communication f. Self-Awareness and Personal Growth g. Leadership h.
Innovation i. Civic Engagement While approval of your activity before you complete it is advised, it is not required assuming you can adequately complete the reflective writing assignment. However, if the activity is not deemed to be appropriate by your advisors, you will not receive credit for the activity and you will have to repeat another approved activity instead. It is recommended that you get approval for the activity from your advisors prior to completing the activity.
Interprofessional education provides experiences for PharmD students to collaborate and share knowledge with learners in other health sciences disciplines, which fosters readiness for working in team-based care environments in their future careers.
The Drug Information Center serves as a rotation site for Pharm. Candidates from the UW School of Pharmacy and as a resource for all UW students, especially those in the health sciences. All drug information questions are reviewed by a registered pharmacist who specializes in drug information. Students are encouraged to use the books available in the Drug Information Center and learn how to use the databases that the School of Pharmacy provides.
Communicate effectively with patients, caregivers, pharmacy personnel, other health care professionals, community members, policy makers and administrators. Apply critical thinking, problem solving and scientific reasoning skills to prevent or resolve problems within the practice of pharmacy. Use information technology systems and demonstrate the ability to analyze and interpret any retrieved data or literature to assist in drug information provision, patient care, drug distribution, patient safety and compensation.
Design, implement, monitor, evaluate and adjust evidence-based pharmacy care plans which are patient-specific and address health literacy, cultural competency, and behavioral psychosocial issues. Demonstrate a working knowledge of compounding, distribution, management, marketing and compensation principles necessary to operate a successful patient-centered pharmacy practice.
Perform responsibilities in accordance with legal, ethical, social, economic and professional guidelines. Demonstrate self-directed learning through ongoing reflection and analysis to identify areas and methods necessary to expand professional knowledge and competence in a changing practice environment.
Learner Learner - Develop, integrate, and apply knowledge from the foundational sciences i. Articulate how knowledge in foundational sciences is integral to clinical reasoning; evaluation of future advances in medicine; supporting health and wellness initiatives; and delivery of contemporary pharmacy services. Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and evaluate their potential value in individuals and populations.
Apply knowledge in foundational sciences to solve therapeutic problems and advance patient-centered care. Critically analyze scientific literature related to drugs and disease to enhance clinical decision making.
Identify and critically analyze emerging theories, information, and technologies that may impact patient-centered and population based care. Patient-centered care Caregiver - Provide patient-centered care as the medication expert collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities.
Interpret evidence and patient data. Prioritize patient needs. Formulate evidence based care plans, assessments, and recommendations. Implement patient care plans. Monitor the patient and adjust care plan as needed. Document patient care related activities. Medication use systems management Manager - Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
Compare and contrast the components of typical medication use systems in different pharmacy practice settings. Describe the role of the pharmacist in impacting the safety and efficacy of each component of a typical medication use system i. Utilize technology to optimize the medication use system. Identify and utilize human, financial, and physical resources to optimize the medication use system.
Manage healthcare needs of patients during transitions of care. Apply standards, guidelines, best practices, and established processes related to safe and effective medication use. Utilize continuous quality improvement techniques in the medication use process. Health and wellness Promoter - Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
Describe systematic preventive care, using risk assessment, risk reduction, screening, education, and immunizations. Provide prevention, intervention, and educational strategies for individuals and communities to improve health and wellness.
Participate with interprofessional healthcare team members in the management of, and health promotion for, all patients.
Evaluate personal, social, economic, and environmental conditions to maximize health and wellness. Population-based care Provider - Describe how population-based care influences patient centered care and influences the development of practice guidelines and evidence-based best practices. Assess the healthcare status and needs of a targeted patient population.
Develop and provide an evidence-based approach that considers the cost, care, access, and satisfaction needs of a targeted patient population. Participate in population health management by evaluating and adjusting interventions to maximize health. Domain 3 - Approach to Practice and Care 3.
Problem Solving Problem Solver - Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution. Identify and define the primary problem. Define goals and alternative goals. Explore multiple solutions by organizing, prioritizing, and defending each possible solution. Anticipate positive and negative outcomes by reviewing assumptions, inconsistencies, and unintended consequences. Implement the most viable solution, including monitoring parameters, to measure intended and unintended consequences.
Reflect on the solution implemented and its effects to improve future performance. Educator Educator - Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
Conduct a learning needs assessment of constituents who would benefit from pharmacist-delivered education e. Demonstrate the ability to coordinate educational efforts with other healthcare providers, when appropriate, to ensure a consistent, comprehensive, and team-based encounter. Ensure instructional content contains the most current information relevant for the intended audience.
Adapt instruction and deliver to the intended audience. Assess audience comprehension. Empower patients to take responsibility for, and control of, their health. Assist patients in navigating the complex healthcare system. Ensure patients obtain the resources and care required in an efficient and cost-effective manner e. Interprofessional collaboration Collaborator - Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
Establish a climate of shared values and mutual respect necessary to meet patient care needs. Define clear roles and responsibilities for team members to optimize outcomes for specific patient care encounters. Communicate in a manner that values team-based decision making and shows respect for contributions from other areas of expertise. Foster accountability and leverage expertise to form a highly functioning team one that includes the patient, family, and community and promote shared patient-centered problem solving.
Cultural sensitivity Include - Recognize social determinants of health to diminish disparities and inequities in access to quality care. Recognize the collective identity and norms of different cultures without overgeneralizing i. Demonstrate an attitude that is respectful of different cultures. Communication Communicator - Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
Interview patients using an organized structure, specific questioning techniques e. Actively listen and ask appropriate open and closed-ended questions to gather information.
Use available technology and other media to assist with communication as appropriate. Use effective interpersonal skills to establish rapport and build trusting relationships. Communicate assertively, persuasively, confidently, and clearly. Demonstrate empathy when interacting with others. Deliver and obtain feedback to assess learning and promote goal setting and goal attainment.
Develop professional documents pertinent to organizational needs e. Document patient care activities clearly, concisely, and accurately using appropriate medical terminology. Domain 4 — Personal and Professional Development 4. Self-awareness Self-aware - Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth. Maintain motivation, attention, and interest e. Identify, create, implement, evaluate and modify plans for personal and professional development for the purpose of individual growth.
Approach tasks with a desire to learn. Demonstrate persistence and flexibility in all situations; engaging in help seeking behavior when appropriate.
Strive for accuracy and precision by displaying a willingness to recognize, correct, and learn from errors. Use constructive coping strategies to manage stress.
Seek personal, professional, or academic support to address personal limitations. Display positive self-esteem and confidence when working with others. Leadership Leader - Demonstrate responsibility for creating and achieving shared goals, regardless of position. Identify characteristics that reflect leadership versus management. Identify the history e.
Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote teamwork. Persuasively communicate goals to the team to help build consensus. Empower team members by actively listening, gathering input or feedback, and fostering collaboration.
Innovation and Entrepreneurship Innovator - Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals. Demonstrate initiative when confronted with challenges. Develop new ideas and approaches to improve quality or overcome barriers to advance the profession.
Demonstrate creative decision making when confronted with novel problems or challenges. Assess personal strengths and weaknesses in entrepreneurial skills 4. Apply entrepreneurial skills within a simulated entrepreneurial activity.
Conduct a risk-benefit analysis for implementation of an innovative idea or simulated entrepreneurial activity. Professionalism Professional - Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
Demonstrate altruism, integrity, trustworthiness, flexibility, and respect in all interactions. Display preparation, initiative, and accountability consistent with a commitment to excellence. Deliver patient-centered care in a manner that is legal, ethical, and compassionate. Engage in the profession of pharmacy by demonstrating a commitment to its continual improvement. Technical Standards for Admission, Curricular Progression and Graduation Purpose of Technical Standards The University of Wyoming School of Pharmacy UWSOP professional education program, leading to the Doctor of Pharmacy degree and eligibility for licensure as a pharmacist, requires students to possess certain intellectual, behavioral, emotional, physical and technical abilities.
These abilities are deemed essential to ensure safe and effective patient care and to function competently as a pharmacist upon graduation and licensure, regardless of practice site. Therefore, these abilities must be demonstrated to fulfill the requirements of a general pharmacy education and are prerequisites for admission, progression, retention and graduation from the pharmacy program. All students are expected to successfully and independently complete the same core educational requirements.
Students need to possess the skills and abilities, if necessary with reasonable accommodation, which allow fulfillment of all curricular requirements necessary for program completion. Students who graduate from the program are eligible to become pharmacists without restrictions on their practice; therefore, students must complete all aspects of the curriculum and cannot take part in only a limited number of required curricular activities.
In summary, students must not only gain scholastic achievement, but must also possess certain intellectual, behavioral, and physical abilities to meet the requirements of the UWSOP curriculum. Applicants or potential applicants who have questions or feel that they do not meet the technical standards are strongly encouraged to communicate with the UWSOP Associate Dean of Students. Request for Accommodation All students are held to the same academic and technical standards.
If appropriate, and upon request and registration of the applicant, a reasonable accommodation will be made consistent with University of Wyoming guidelines. Maintaining Technical Standards and Progression Students are expected to maintain the technical standards throughout the curriculum and must demonstrate them through their coursework, interaction with peers and faculty, and in their pharmacy practice experiences. Students who fail to demonstrate the technical standards while in the program will be evaluated and appropriate action e.
This expectation is separate from academic achievement; therefore simply maintaining a passing GPA is not adequate. Technical Standards Candidates for the Doctor of Pharmacy degree program must be able to perform the essential functions in each of the following categories: Observation, Communication, Sensory and Psychomotor Skills, Intellect, Behavioral and Social Attributes and Logistical Accommodations.
Essential functions for each category are described in detail below. It is recognized that degrees of ability vary among individuals. The School of Pharmacy will monitor maintenance of these standards. Any student who is at risk of not complying with the standards is encouraged to seek out the support and assistance needed to meet program expectations.
Students not able to comply with these standards may be at risk of probation or termination from the program. Likewise, certain chronic or recurrent illnesses and problems that interfere with patient care or safety may not be compatible with pharmacy practice or training.
Intellect As appropriate for each stage of professional education, pharmacy students must demonstrate a fundamental and continuing ability to use analytical reasoning to independently and collaboratively synthesize knowledge, identify and solve problems and explain health care situations. Necessary abilities include measurement, calculation, reasoning, analysis, judgment, numerical recognition and synthesis.
Commencement The University of Wyoming holds commencement exercises in May. Participation in the exercise does not automatically confer degrees. Confirmation of graduation will occur after a review of final course work. If you need clarification of any of its clauses, please do not hesitate to inquire a staff member in the Dean of Students office, Knight Hall Room or call Students build and enhance their community. They understand and appreciate how their decisions and actions impact others and are just and equitable in their treatment of all members of the community.
Students are expected to exemplify honesty, honor, and respect for the truth in all of their actions. Students recognize that respecting the dignity of every person is essential for creating and sustaining a flourishing University community. Please ensure you understand the registration process to begin selecting your classes.
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