CODE OF ETHICS

Preamble

The Code deals with the ethics rather than the laws governing pharmacy practice. Laws and ethics
of health care necessarily overlap considerably, since both share the concern that the conduct of
health care professionals reflects respect for the well-being, dignity and self determination of
patients. The two domains of law and ethics remain distinct, and the Code, while prepared with
awareness of the law, is addressed to ethical obligations.

The pharmacist, by entering the profession, is committed to moral norms of conduct and assumes a
professional commitment to the health and well-being of patients. As citizens, pharmacists continue
to be bound by the moral and legal norms shared by all other participants in society. As individuals,
pharmacists have a right to choose to live by their own values as long as those values do not
compromise pharmacy care.

Adoption of the Code represents a conscious undertaking on the part of the members of the College
of Pharmacists of British Columbia to be responsible for practising in accordance with the expressed
principles (values and obligations). The Code defines and seeks to clarify the obligations of
pharmacists to use their knowledge and skills for the benefit of others, to minimize harm, to respect
patient autonomy and to provide fair and just pharmacy care for their patients.

! For those entering the profession, the Code identifies the basic moral commitments of
pharmacy care and serves as a source for education and reflection.

! For those within the profession, the Code serves as a basis for self-evaluation and peer review.

! For those outside the profession, the Code provides public identification of the professional
ethical expectation of its members.

Therefore the Code of Ethics is educational, guides behaviour, and expresses to the larger
community the values and ideals that we espouse by reason of trust and commitment.

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 Elements of the Code

The Code contains different elements designed to help the pharmacist in its interpretation. The
values and obligations are presented by topic and not in order of importance.

! Values express broad ideals of pharmacy practice. They establish correct directions for
pharmacy practice. In the absence of a conflict of ethics, the fact that a particular action
promotes a value of pharmacy practice may be decisive in some specific instances. Pharmacist
behaviour can always be appraised in terms of values; How closely did the behaviour approach
the value? How widely did it deviate from the value? The values expressed in the Code must be
adhered to by all pharmacists in their practice. Because they are so broad, however, values
may not give specific guidance in difficult instances.

! Obligations provide more specific direction for conduct than do values; obligations spell out
what a value requires under particular circumstances.

It is also important to emphasize that even when a value or obligation must be limited, it nonetheless
carries moral weight. For example, a pharmacist who is compelled to testify in a court of law on
confidential matters is still subject to the values and obligations of confidentiality. While the
requirement to testify is a justified limitation upon confidentiality, in other respects confidentiality
must be observed. The pharmacist must only reveal that confidential information that is pertinent to
the case at hand, and such revelation must take place within the appropriate context.
Value 1 - Pharmacists respect the professional relationship with the patient and acts with
honesty, integrity and compassion.

Obligations
1. The patient-pharmacist relationship is a covenant, meaning that a pharmacist has moral
obligations in response to the trust received from society. In return for this, a pharmacist
promises to help patients achieve optimum benefit from their medications, to be committed to
their welfare, and to maintain their trust.
2. A pharmacist has a duty to tell the truth, to act with conviction of conscience, and to avoid
discriminatory practices and behaviour.

Value 2 - Pharmacists honour the individual needs, values and dignity of the patient.

Obligations
1. A pharmacist assists patients to make informed choices about their own best interests.
2. A pharmacist aids patients in their expression of needs and values, and recognizes their right to
live at risk.
3. A pharmacist's commitment to the patient's care must be sensitive to, but not prejudiced by,
factors such as the patient's race, religion, ethnic origin, social or marital status, gender, sexual
orientation, age, or health status.
4. A pharmacist recognizes the patient's membership in a family of choice, and, with the patient's
consent, attempts to facilitate, where appropriate, the participation of significant others in the
care of the patient.
5. A pharmacist's conduct at all times acknowledges the patient as a person. Discussion of care in
the presence of the patient should, whenever possible, actively include the patient.

Value 3 - Pharmacists support the right of the patient to make personal choices about
pharmacy care.

Obligations
1. A pharmacist has the primary responsibility to inform the patient about available pharmacy care.
Consent is an essential precondition to the provision of care.
2. A pharmacist owes a duty to disclose material risks associated with medication therapy.
Adequate disclosure is normally achieved by highlighting the more frequent and serious side
effects, as well the probability of their occurrence.
3. Valid consent, usually verbal, represents the free and informed choice of the competent patient
to undergo pharmacy care.
4. A pharmacist should aid patients in becoming an active participant in their care to the maximum
extent that circumstances permit.
5. A pharmacist provides information to the patient in an understandable and sensitive way.
6. A pharmacist does not withhold pertinent medication information or use deceptive tactics in
obtaining consent. When the patient's questions require information beyond that available to a
pharmacist, the patient will be referred to an appropriate health care professional.
Value 4 - Pharmacists provide competent care to the patient and actively supports the
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Obligations
1. A pharmacist places concern for the well-being of the patient at the centre of professional
practice, providing the best care that circumstances, experience and education permit.
2. A pharmacist who suspects incompetence or unethical conduct by a health care professional
will first consider the welfare of the patient. Subject to that principle, the following will apply:
A pharmacist should engage in direct discussion with the health care professional involved, if
a situation can be resolved without peril to the patient.
A pharmacist shall not participate in efforts to deceive or mislead patients about the cause of
alleged harm or injury resulting from unethical or incompetent conduct.
3. A pharmacist commits to lifelong learning designed to maintain relevant knowledge and skills.

Value 5 - Pharmacist protect the patient's right of confidentiality.

Obligations
1. A pharmacist provides pharmacy care with consideration for the personal privacy of patients.
2. An affirmative duty exists to institute and maintain practices that protect patient confidentiality.
3. A pharmacist, where appropriate, reveals to the patient the boundaries of professional
confidentiality. Pharmacy care may require that other health care personnel have access to or
be provided with the relevant information. Whenever possible, the patient should be informed,
and generally, it is up to the patient to determine who should be informed and what personal
information should be released.
4. When a pharmacist is confronted with the necessity to disclose, confidentiality should be
preserved as much as possible. Both the amount of information disclosed and those to whom
disclosure is made should be restricted to that which is necessary.
5. A pharmacist may breach confidentiality when the failure to disclose information will place other
persons or the patient in serious danger. A pharmacist will, whenever possible, consult with
other health professionals involved with the patient before breaching confidentiality.

Value 6 - Pharmacist respect the values and abilities of colleagues and other health
professionals.

Obligations
1. A pharmacist accepts responsibility to work with colleagues and other health care professionals
and with public interest pharmacy organizations and patient advocacy groups, to promote safe
and effective pharmacy care.
2. A pharmacist, when appropriate, asks for the consultation of colleagues or other health
professionals or refers the patient.
Value 7 - Pharmacists endeavour to ensure that the practice environment contributes to safe
and effective pharmacy care.

Obligations
1. A pharmacist manager has a responsibility to foster an optimal practice environment and to
ensure the provision of required resources.
2. If there is a conflict between professional activities and management policies, professional
responsibilities will take precedence.
3. A pharmacist will challenge employment conditions that are inconsistent with professional
practice as described in this code.

Value 8 - Pharmacists ensure continuity of care in the event of job action, pharmacy closure
or conflict with moral beliefs.

Obligations
1. A pharmacist has a duty through coordination and communication to ensure the provision of
essential pharmacy care throughout the duration of any job action or pharmacy closure.
Patients who require ongoing or emergency pharmacy care are entitled to have those needs
satisfied.
2. A pharmacist is not ethically obliged to provide requested pharmacy care when compliance
would involve a violation of his or her moral beliefs. When that request falls within recognized
forms of pharmacy care, however, there is a professional obligation to refer the patient to a
pharmacist who is willing to provide the service. The pharmacist shall provide the requested
pharmacy care if there is no other pharmacist within a reasonable distance or available within a
reasonable time willing to provide the service.
Commentary
Ethical Problems

Situations often arise that present ethical problems for pharmacists in their practice. These situations
tend to fall into three categories:

(a) Ethical violations involve the neglect of moral obligation; for example, a pharmacist who
neglects to provide competent pharmacy care to a patient because of personal inconvenience
has ethically failed the patient.

(b) Ethical dilemmas arise where ethical reasons both for and against a particular course of action
are present and one option must be selected. A patient who is likely to refuse some appropriate
form of pharmacy care presents the pharmacist with an ethical dilemma. For example, a patient
might refuse to take medication to treat their cancer if there is a likelihood of hair loss. In this
case, substantial moral reasons may be offered on behalf of several opposing options.

(c) Ethical distress occurs when pharmacists experience the imposition of practices that provoke
feelings of guilt, concern or distaste. Such feelings may occur when pharmacists are ethically
obliged to provide particular types of pharmacy care despite their personal disagreement or
discomfort with the course of treatment prescribed. For example, the sale of injection devices
for nonmedical use has been shown to reduce the HIV infection rate, but a pharmacist may hold
a personal belief against facilitating the use of illicit drugs.

The Code provide clear direction for avoiding ethical violations. When a course of action is
mandated by the Code, and there exists no opposing ethical principle, ethical conduct requires that
course of action.

The Code cannot serve the same function for all ethical dilemmas or for ethical distress. There is
room within the profession of pharmacy for conscientious disagreement among pharmacists. The
resolution of any dilemma often depends upon the specific circumstances of the case in question,
and no particular resolution may be definitive of good pharmacy practice. Resolution may also
depend upon the relative weight of the opposing principles, a matter about which reasonable people
may disagree.

The Code cannot relieve ethical distress but it may serve as a guide for pharmacists to weigh and
consider their responsibilities in the particular situation, Inevitably, pharmacists must reconcile their
actions with their consciences in providing pharmacy care to patients.

The Code tries to provide guidance for those pharmacists who face ethical problems. Proper
consideration of the Code should lead to better decision-making when ethical problems are
encountered.

It should be noted that many problems or situations seen as ethical in nature are problems of
miscommunication, failure of trust or management dilemmas in disguise. There is, therefore, a
distinct need to clarify whether the problem is an ethical one or one of another sort.
The revised Code of Ethics for Pharmacists and Pharmacy Technicians:
Questions & Answers

Q Why was the Code reviewed?

A In 2005 the Society committed to undertake a fundamental review of the

existing Code of Ethics and Standards for pharmacists and Code of Ethics for
pharmacy technicians in response to the changing roles, responsibilities, and
working practice of the pharmacy profession. The new Code has been
designed to promote and support the use of professional judgement and
reflects the professional considerations facing modern pharmacy.

Q What was the review process?

A A working group was formed to oversee the review process. This group
contained representatives from each sector of pharmacy as well as patient
and public interest representatives.

Council stated from the outset that it wished to engage the profession and
public throughout the review process and a series of consultations were held.
Responses to these consultations were vital in shaping the revised Code.

Q What has changed?

A The structure of the revised Code of Ethics is very different from the existing
Codes. The fundamental changes include:

• The revised Code of Ethics is based on a set of principles that will inform the
conduct, practice and performance of pharmacists and pharmacy technicians
• The principles are intended to be applicable to all sectors of the profession,
irrespective of whether an individual is involved in direct patient care
• The revised Code applies to both pharmacists and pharmacy technicians.
This is based on the fact that the same ethical principles should be applicable
to all sectors of the profession, even though how they are applied will depend
on an individual’s role and circumstances
• The revised Code is designed to promote and support a culture of
accountability and professional judgement
• The revised Code does not contain detailed technical guidance, but acts as
the core document from which further standards and guidance can be
developed

The requirements of the revised code reflect key issues for modern pharmacy
practice, such as encouraging patients to be involved in decisions about their
care, respecting patient choice and working in partnership with other
healthcare professionals.

Q What are the principles that the Code is based on?

A The revised Code of Ethics is based on seven principles. Each principle is

supported by requirements that explain the types of actions and behaviours
expected of pharmacists and pharmacy technicians when applying the
principles in practice. The seven principles are:

Page 1 27/06/2007
 1. Make the care of patients your first concern
2. Exercise your professional judgement in the interests of patients and the
public
3. Show respect for others
4. Encourage patients to participate in decisions about their care
5. Develop your professional knowledge and competence
6. Be honest and trustworthy
7. Take responsibility for your working practices

Q If the revised Code does not include detailed technical guidance, where
can I obtain this information?

A Unlike previous versions, detailed standards and guidance will be produced

separately from the Code.

Seven professional standards and guidance documents have been developed

to support and expand on the principles of the new Code of Ethics in the
following areas:

• Patient consent
• Patient confidentiality
• Sale and supply of medicines
• Pharmacist prescribers
• Pharmacists and pharmacy technicians in positions of authority
• Advertising
• Internet pharmacy

Q When does the revised Code come in to effect?

A The revised Code comes in to force on 1 August 2007. The supporting

professional standards and guidance documents will also come into effect on
this date. The requirements of the existing Code will still apply until 1 August.
You can get a preview of the revised Code and its supporting documents on
the Society’s website www.rpsgb.org.

Q When will I receive my revised copy of the Code?

A Printed copies of the new Code and its supporting documents will be
distributed to all registrants with The Pharmaceutical Journal on 21 July 2007.

Q Who should I contact if I have any questions?

A Further information about the revised Code of Ethics and the review process
can be obtained by contacting Lynsey Cleland, Head of Professional Ethics
on tel: 020 7572 2519, email: lynsey.cleland@rpsgb.org.

Advice on the Code and other professional or legal obligations can be

obtained by contacting the Society’s Legal and Ethical Advisory Service on
tel: 020 7572 2308, email: ftp@rpsgb.org.

Page 2 27/06/2007
 COVER STORY
Professionalism is a lifelong commitment
APhA–ASP seeks to increase awareness
By Andrew P. Traynor and Heather R. Ferguson
Pharmacy has experienced many
changes in the 150 years since a group of
creative, innovative, and proud pharma-
cists first gathered in Philadelphia to cre-
ate a national professional society of
pharmacists. It was the goal of these phar-
macists to maintain the viability of, and
address the issues facing, the profession.
Since that time, the profession has Traynor
changed from one focused on managing
the production of drugs to one primarily concerned with the
safe, effective, and appropriate use of medications and the pro-
vision of enhanced pharmacy services to patients. Although the
practice of pharmacy has changed, the fact that pharmacists are
professionals has remained the same.
Pharmacy, like many other professions, is continuously evolv-
ing to meet the needs of the public it serves. Pharmacists are and
will always remain professionals and they must work to instill
the profession’s attitudes and values in students who, as pharma-
cists, will be responsible for maintaining the continuity of phar-
macy as a profession.
A profession, not just an occupation
The importance of pharmacy students’ professional develop-
ment has been long recognized as a key issue in pharmacy edu-
cation. A 5-year commitment by the Task Force on Professional-
ism resulted in publication of the White Paper on Pharmacy
Student Professionalism, in the January/February 2000 issue of
Journal of the American Pharmaceutical Association. Drafted by
APhA–ASP and the American Association of Colleges of Phar-
macy Council of Deans, the white paper focuses on raising
awareness and leading action on developing professionalism
among pharmacy students. This paper looks at the definitions of
professionalism and challenges in professional development and
makes recommendations for students, educators, and practition-
ers. The white paper calls for the profession to recommit itself to
enhancing the professional development of students.
12 Pharmacy Student
The white paper defines “professional socialization” as “the
process of inculcating a profession’s attitudes, values, and
behaviors in a professional.” It goes on to state that the “goal of
professional socialization is to develop professionalism.”
Professional socialization begins when students first apply to
one of the nation’s 84 colleges of pharmacy. It is at this time that
they make the decision to become a professional. Students reaf-
firm their commitment on the first day of orientation when they
dedicate themselves to acquiring the knowledge and skills neces-
sary to practice pharmacy. Throughout their education, students
commit to constantly improving their knowledge for the benefit
of their patients.
Pharmacists devote themselves to providing service to their
communities. When providing these ser-
vices, they are expected to make consci-
entious, ethical decisions and to be
responsible for their work. Students must
take the initiative to learn and understand
the characteristics that make pharmacy a
profession and not merely an occupation.
Professionalism is a lifelong commitment
that pharmacists must continually practice
Ferguson and develop.
Has the pharmacist shortage weakened
professionalism?
Throughout the country, print and television media have
drawn attention to the pharmacist shortage. When students apply
to pharmacy school, what are their intentions? Today, most stu-
dents enter pharmacy school hoping to serve the public and
improve health care outcomes, but each student has at least one
classmate who entered pharmacy school with the intention to
strike it rich. A pharmacist shortage means big money, but this
money has the potential to distract students from their true rea-
son for choosing pharmacy as a profession.
The pharmacist shortage has also increased the workload of
practicing pharmacists. Increased workloads for pharmacists
September/October 2002
serving as preceptors and men-
tors have the potential to reduce
the time they can give and
lower the quality of the guid-
ance they offer. So, students,
excited about the opportunity to
implement innovative services
as they begin rotations, often
encounter resistance from these
overburdened pharmacists.
Some of these pharmacists have
developed a jaded perception of

PHOTO BY MITCH ROTHHOLZ

professionalism due to the cur-
rent stresses in their practice
environment.
This is something pharmacy
students may encounter as they
make the transition from the Graduates of the 2002 APhA Summer Leadership Institute pose in white labcoats.
classroom to practice. Only
through the continuous development of professional attitudes will The Executive Committee encourages activities such as the
students acquire the skills necessary to overcome these challenges. formation of professionalism committees consisting of pharmacy
students and faculty members devoted solely to the professional-
Professionalism activities encouraged ization of pharmacy students. The Executive Committee also
Keeping in mind the white paper’s assertion that the goal of encourages the planning and organizing of white coat cere-
professional socialization is to develop professionalism, the monies, pinning ceremonies, and mentoring opportunities, as
2002–2003 APhA–ASP Executive Committee renewed its well as promoting classroom civility, honor codes, and conduct
efforts to increase the awareness of professionalism in phar- that fosters professionalism in schools and colleges of pharmacy.
macy and actively promote professional development for It is our hope that the results of these professionalism initiatives
Academy members. will spread to both students and practitioners.

Defining ‘professional’ Examples of professionalism

Professional: A member of a profession who displays the
following 10 traits:
1. Knowledge and skills of a profession.
2. Commitment to self-improvement of skills and
knowledge.
3. Service orientation.
4. Pride in the profession.
5. Covenantal relationship with the client.
6. Creativity and innovation.
7. Conscience and trustworthiness.
8. Accountability for his or her work.
9. Ethically sound decision making.
10. Leadership.
Professionalism: The active demonstration of the traits of
a professional.
Professional socialization (professionalization): The pro-
cess of inculcating a profession’s attitudes, values, and
behaviors in a professional. The goal of professional social-
ization is to develop professionalism, as defined by the 10
character traits above.
At the University of Georgia College of Pharmacy, the
incoming class participates in a white coat ceremony that
excites and encourages them as they begin their professional
journey in pharmacy. Before they begin their fourth profes-
sional year and embark on rotations, students attend a pinning
ceremony that signifies the last step that they must take before
they become practitioners.
Recently, the University of Washington School of Pharmacy
implemented a new program in which the incoming class is
required to develop its own oath of professionalism. This oath
will inform and guide their activities throughout their years of
pharmacy school. As a reminder of their commitment, this oath
of professionalism will be read at their graduation.
Students and faculty members at University of Minnesota
College of Pharmacy have banded together to address profes-
sionalism issues. The group applied to the University Central
Council to form an Ad Hoc Committee on Professionalism.
The committee consists of four faculty members and four
pharmacy students, one student representative from each class.
The committee has held luncheons with a random selection of
Professionalism continued on page 14

September/October 2002 Pharmacy Student 13

Professionalism continued from page 13 The Pledge of Professionalism
As a student of pharmacy, I believe there is a need to build
students to talk about issues and discuss proposed courses of
and reinforce a professional identity founded on integrity, ethi-
action. One proposal being seriously considered is holding
cal behavior, and honor. This development, a vital process in
professional development colloquia in combination with the
my education, will help to ensure that I am true to the profes-
curriculum. Recognizing that the development of professional-
sional relationship I establish between myself and society as I
ism as an evolutionary process, these colloquia will address
become a member of the pharmacy community. Integrity will
specific areas of professionalism, such as civility, professional
be an essential part of my everyday life, and I will pursue all
organizations, the recognition of colleagues, professional
academic and professional endeavors with honesty and com-
responsibilities, professional awareness, contemporary issues
mitment to service.
in pharmacy literature, expectations during externships and
To accomplish this goal of professional development, as a
rotations, maintaining professionalism, and mentoring, for
student of pharmacy I will:
each class. This committee will explore other options for addi-
A. DEVELOP a sense of loyalty and duty to the profes-
tional programming in the near future.
sion by contributing to the well-being of others and by enthu-
University of Minnesota Associate Dean Ron Hadsall stated:
siastically accepting responsibility and accountability for
“As pharmacy educators, we should focus on knowledge, prac-
membership in the profession.
tices, and attitudes in pharmacy. Right now, we place the major-
B. FOSTER professional competency through lifelong
ity of our efforts on knowledge and practice. We need to place
learning. I will strive for high ideals, teamwork, and unity
emphasis on attitudes toward pharmacy.”
within the profession in order to provide optimal patient care.
C. SUPPORT my colleagues by actively encouraging per-
Active role required
sonal commitment to the Oath of a Pharmacist and the Code
Pharmacy professionals are people who take the initiative to
of Ethics for Pharmacists as set forth by the profession.
develop their skills and dedicate themselves to learning from
D. DEDICATE my life and practice to excellence. This
and communicating with their peers. They join professional
will require an ongoing reassessment of personal and profes-
associations and actively participate in advocacy for their pro-
sional values.
fession. Professionals strive to be creative and innovative in
E. MAINTAIN the highest ideals and professional
their profession. They take on leadership roles in both the pro-
attributes to ensure and facilitate the covenantal relationship
fession of pharmacy and the provision of care to patients.
required of the pharmaceutical caregiver.
Above all, professionals take pride in their profession. It is the
The profession of pharmacy is one that demands adherence
obligation of pharmacy educators and pharmacy students to
to a set of ethical principles. These high ideals are necessary to
develop the characteristics and values necessary to become
ensure the quality of care extended to the patients I serve. As a
professionals and help instill them into others.
student of pharmacy, I believe this does not start with gradua-
APhA–ASP has always worked to supplement these obliga-
tion; rather, it begins with my membership in this professional
tions and foster student development and will continue to do so
college community. Therefore, I will strive to uphold this
in the years to come. Together, pharmacy students must take an
pledge as I advance toward full membership in the profession.
active role in changing the attitudes of their peers who have yet
I voluntarily make this pledge of professionalism.
to embrace professionalism.
Adapted from the University of Illinois College of Pharmacy’s
Andrew P. Traynor is a third-year PharmD candidate at the
Pledge of Professionalism, 1993. Developed and adopted by
University of Minnesota College of Pharmacy and 2002–2003
APhA–ASP and the American Association of Colleges of Pharmacy
APhA–ASP president-elect. Heather R. Ferguson, is a fourth-year
Council of Deans Task Force on Professionalism on June 26, 1994.
PharmD candidate at the University of Georgia College of Pharmacy
and 2002–2003 APhA–ASP Speaker of the House.

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14 Pharmacy Student September/October 2002

Professional Standards and
Guidance for Responsible Pharmacists

About this document

The Code of Ethics sets out seven principles of ethical practice that you
must follow as a pharmacist. It is your responsibility to apply the
principles to your daily work, using your judgement in light of the
principles.
The Code of Ethics says that you must ‘Make the care of patients your
first concern’. In meeting this principle you are expected to:
• Provide a proper standard of practice and care to those for whom you
provide professional services.
• Be satisfied as to the integrity and quality of products to be supplied
to patients.
• Maintain timely, accurate and adequate records and include all
relevant information in a clear and legible form.
• Undertake regular reviews, audits and risk assessments to improve
the quality of services and minimise risks to patient and public safety.
As the responsible pharmacist for a registered pharmacy, you have both
a professional and a legal duty to comply with the requirements of the
Medicines Act 1968 and the regulations made under the Act, The
Medicines (Pharmacies) (Responsible Pharmacist) Regulations 2008.
This document expands on the principles of the Code of Ethics to
explain your professional responsibilities when acting in your capacity
as the responsible pharmacist. It is designed to meet the Society’s
obligations under the Pharmacists and Pharmacy Technicians Order
2007 and other relevant legislation.

1
 Professional Standards and Guidance for Responsible Pharmacists

From 2010 the current regulatory responsibilities of the Royal

Pharmaceutical Society will, be transferred to the General
Pharmaceutical Council, the arrangements for which are currently
under discussion at the time of writing. The regulatory role of the
Pharmaceutical Society of Northern Ireland is similarly under
discussion.
This document does not give detailed guidance on the legal
requirements, but you must ensure you comply with relevant legislative
requirements. The UK Health Departments have produced factual
guidance on the Health Act 2006 amendments to the Medicines Act
1968, and the responsible pharmacist regulations made under section
72A of the 1968 Act.
Where this document refers to ‘the Act’ this is the Medicines Act 1968 as
amended by the Health Act 2006. Where this document refers to ‘the
regulations’ these are The Medicines (Pharmacies) (Responsible
Pharmacist) Regulations 2008. This document does not detail all the
requirements of the Act or the regulations, but will reference these
where appropriate.
Status of this document
Principle 6.6 of the Code of Ethics states that you must comply with
legal requirements, mandatory professional standards and accepted
best practice guidance.
This document contains:
• Mandatory professional standards (indicated by the word ‘must’) for
all registered pharmacists; and
• Guidance on good practice (indicated by the word ‘should’) which you
should follow in all normal circumstances.
If a complaint is made against you the Society’s fitness to practise
committees will take account of the requirements of the Code of Ethics
and underpinning documents, including this one. You will be expected
to justify any decision to act outside its terms.

2
Professional Standards and Guidance for Responsible Pharmacists

1. THE RESPONSIBLE PHARMACIST

The responsible pharmacist is the pharmacist appointed to secure the
safe and effective running of the pharmacy in relation to the sale and
supply of medicines. At any one time there can only be one responsible
pharmacist for a registered pharmacy premises.
STANDARDS
The Act requires each registered pharmacy premises to have a
responsible pharmacist in order to operate lawfully. As the responsible
pharmacist, the Act requires you to secure the safe and effective running
of the pharmacy. In complying with this legal duty and exercising your
professional judgement, you must:
1.1 establish the scope of your role and responsibilities and take
all reasonable steps to clarify any ambiguities or uncertainties
with the pharmacist in a position of authority or other
delegated person.
1.2 not undertake work that is outside of your competency.
2. PHARMACY PROCEDURES
To comply with the Act, the responsible pharmacist is required to
establish, if not already established, maintain and review pharmacy
procedures. Appendix A lists the minimum information to be included in
pharmacy procedures that must be in place, as required in the
regulations.
Where this document refers to pharmacy procedures, these are
currently known as standard operating procedures. The standards in
this section apply to those procedures detailed in Appendix A.
In this section, reference to an amendment to a procedure is intended to
mean a temporary change to the procedure due to a change in the
pharmacy’s circumstances, for example a member of staff is off sick or a
power failure. Where amended, the procedure must revert to its original
content once the change in circumstance is resolved.
In this section, a review is where you revaluate the content of the
current procedure to ensure that it is still applicable and workable.
Review must be in accordance with the standards below, or following an
incident in the pharmacy which indicates that it may no longer be
operating safely and effectively, for example a near miss.
3
 Professional Standards and Guidance for Responsible Pharmacists

STANDARDS
The pharmacy procedures form part of the quality framework for the
safe and effective running of the pharmacy. Pharmacy procedures must
be fit for purpose, and reflect the day to day running of the specific
pharmacy premises. The regulations set out the minimum areas
information required in the pharmacy procedures that must be in place.
In addition, you ensure that:
2.1 the procedures are being operated in the pharmacy and the
requirement for amendment or review is assessed by you.
2.2 it is clear to staff on duty which procedures are in operation on
the day.
2.3 adequate back ups of the content of pharmacy procedures are
maintained.
2.4 pharmacy procedures must be applicable at all times under
normal circumstances;
Establishing the pharmacy procedures
2.5 if you are the responsible pharmacist who is responsible for
establishing the pharmacy procedure(s), these are:
2.5.1 marked with the date of preparation.
2.5.2 marked with the date it is due for review.
The amendment of pharmacy procedures
2.6 in the event that you make a temporary amendment to the
pharmacy procedure, an audit trail is maintained to identify:
2.6.1 what procedures are currently in place;
2.6.2 what procedures were previously in place;
2.6.3 the responsible pharmacist who amended or reviewed the
procedures and date on which any changes were made.

4
Professional Standards and Guidance for Responsible Pharmacists

The review of pharmacy procedures

2.7 the procedures are reviewed at least once every two years, and
at any time that an incident or event occurs which indicates that
the pharmacy is not running safely and effectively
2.8 any changes to the procedures, following their review, are
notified to the person in position of authority as soon as it is
reasonably practicable.
2.9 an audit trail is maintained to identify:
2.9.1 what procedures are currently in place;
2.9.2 what procedures were previously in place;
2.9.3 the responsible pharmacist who reviewed the procedures
and date on which any changes were made.

Good practice
• All members of staff involved in the sale and supply of medicines
should read and comply with the pharmacy procedures
• Pharmacy procedures should not be dependant on the presence
and ways of working of the responsible pharmacist under whose
authority they were established
• You should record the reason for the review or amendment

3. PHARMACY RECORD
STANDARDS
Failure to complete the pharmacy record, as required in the Act, is a
criminal offence that could result in prosecution. Appendix B sets out
the minimum information to be included in the pharmacy record, as
required by the regulations. In addition, you must:
3.1 ensure the record is accurate and contemporaneous
3.2 make appropriate back-ups of an electronic record to ensure
the record is available at the premises
3.3 safeguard a paper based record by initialling and dating any
amendments to an entry made in the record
3.4 ensure that any alterations to the electronic record identify
when and by whom the alteration was made.
5
 Professional Standards and Guidance for Responsible Pharmacists

4. ABSENCE FROM THE PHARMACY

The regulations enable the pharmacy to continue to operate for the sale
and supply of medicines for a maximum of two hours during the
operational hours of the pharmacy between midnight and midnight
without the presence of a responsible pharmacist, subject to specified
conditions. The regulations require you to remain contactable with
pharmacy staff where this is practical. You must also be able to return
with reasonable promptness. You must return with reasonable
promptness, where in your opinion this is necessary to secure the safe
and effective running of the pharmacy. If you cannot remain contactable,
you must arrange for another pharmacist to provide advice throughout
the period of absence or for any time during that period that you are out
of contact. You must exercise your professional judgment in deciding
whether to be absent from the pharmacy.

Good practice
• You should record your reason for absence.
• You should wherever possible, plan your absence in advance of
leaving the pharmacy.
• You should consider the length of time it will take for you to travel
to and from the pharmacy to the alternative destination, in
considering your ability to return with reasonable promptness.
• You should consider what would be the most appropriate means to
remain contactable with the pharmacy, for example a pager or
mobile telephone and any risks in being able to remain contactable,
for example where travelling through areas with poor mobile phone
reception.

6
Professional Standards and Guidance for Responsible Pharmacists

APPENDIX A
The regulations require that the pharmacy procedures must provide
information on the following:
• Arrangements to ensure that medicinal products are:-
- ordered
- stored
- prepared
- sold by retail
- supplied in circumstances corresponding to retail sale
- delivered outside the pharmacy and
- disposed of
in a safe and effective manner.
• The circumstances in which a member of pharmacy staff who is not a
pharmacist may give advice about medicinal products
• The identification of members of pharmacy staff who are, in the view
of the responsible pharmacist, competent to perform specified tasks
relating to the pharmacy business;
• The keeping of records about the matters mentioned above
• Arrangements which are to apply during the absence of the
responsible pharmacist from the premises
• Steps to be taken when there is a change of responsible pharmacist at
the premises
• The procedure which is followed if a complaint is made about the
pharmacy business
• The procedure which is to be followed if an incident occurs which may
indicate that the pharmacy business is not running in a safe and
effective manner and
• The manner in which changes to the pharmacy procedures are to be
notified to the staff

7
 Professional Standards and Guidance for Responsible Pharmacists

APPENDIX B
The regulations require the following details to be included in the
pharmacy record:
• The responsible pharmacist’s name
• Their registration number
• The date and time at which the responsib]le pharmacist became the
responsible pharmacist
• The date and time at which the responsible pharmacist ceased to be the
responsible pharmacist
• In relation to absence from the premises by the responsible pharmacist:
- The date of absence
- The time at which the absence commenced
- The time at which they returned
- If they have been responsible pharmacist for more than one premises,
this fact1
1
At this time a responsible pharmacist cannot be responsible for more
than one pharmacy premises.
Guidance that supports this document
We have produced documents or guidance bulletins on the following
which should be considered in conjunction with these standards:
• Code of ethics for pharmacists and pharmacy technicians
• Professional standards and guidance for pharmacists and pharmacy
technicians in positions of authority
You can download these documents and more copies of this document
from our website (www.rpsgb.org) or you can telephone us on
020 7735 9141.
Other sources of Society advice
Further information or advice on the professional or legal obligations of
the pharmacy profession can be obtained by contacting the Society’s legal
and ethical advisory service on 020 7572 2308, or email
leadvice@rpsgb.org.
8 1st October 2009
Professional Standards and Guidance for the Sale and
Supply of Medicines

About this document

The Code of Ethics sets out seven principles of ethical practice that you
must follow as a pharmacist or pharmacy technician. It is your
responsibility to apply the principles to your daily work, using your
judgement in light of the principles.
The Code of Ethics says that you must ‘Make the care of patients your
first concern’.
In meeting this principle you are expected to:
• Provide a proper standard of practice and care to those for whom you
provide professional services.
• Seek all relevant information required to assess an individual’s needs
and provide appropriate treatment and care. Where necessary, refer
patients to other health or social care professionals or other relevant
organisations.
• Seek to ensure safe and timely access to medicines and take steps to
be satisfied of the clinical appropriateness of medicines supplied to
individual patients.
• Encourage the effective use of medicines and be satisfied that
patients, or those who care for them, know how to use their
medicines.
• Be satisfied as to the integrity and quality of products to be supplied
to patients.
• Ensure that you have access to the facilities, equipment and materials
necessary to provide services to professionally accepted standards.
This document expands on the principles of the Code of Ethics to set out
your professional responsibilities if you are involved in the sale and
supply of medicines. It is designed to meet Society’s obligations under
the Pharmacists and Pharmacy Technicians Order 2007 and other
relevant legislation.
This document does not detail legislative requirements, but when
selling or supplying medicines you must comply with relevant legislative
and contractual requirements, including NHS terms of service.
41
 Professional Standards and Guidance for the Sale and Supply of Medicines

Status of this document

Principle 6.6 of the Code of Ethics states that you must comply with
legal requirements, mandatory professional standards and accepted
best practice guidance.
This document contains:
• Mandatory professional standards (indicated by the word ‘must’) for
all registered pharmacists and pharmacy technicians; and
• Guidance on good practice (indicated by the word ‘should’) which you
should follow in all normal circumstances.
If a complaint is made against you the Society’s fitness to practise
committees will take account of the requirements of the Code of Ethics
and underpinning documents, including this one. You will be expected
to justify any decision to act outside its terms.

1. PHARMACEUTICAL STOCK
STANDARDS
Patients, members of the public and other healthcare professionals are
entitled to expect that medicines sold or supplied within the course of
professional pharmacy practice are obtained from a reputable source
and fit for the intended purpose. You must ensure that:
1.1 if you suspect you have been offered or supplied a counterfeit or
defective medicine, this is reported to the Medicines and
Healthcare products Regulatory Agency, the Royal
Pharmaceutical Society, the Veterinary Medicines Directorate or
the marketing authorisation holder as appropriate to the
individual situation. Any such stock must be segregated from
other pharmacy stock and must not be sold or supplied for the
treatment of any person(s).
1.2 pharmaceutical stock is stored under suitable conditions, taking
into consideration the stability of the drug.
1.3 particular attention is paid to protection of pharmaceutical stock
from contamination, sunlight, atmospheric moisture and adverse
temperatures. You must ensure that where you have concerns

42
 about the stability of a medicine, it is segregated from the rest of
the stock and not sold or supplied for patient use.
1.4 refrigerators used for pharmaceutical stock are capable of storing
products between 2C and 8C. They must be equipped with a
maximum/minimum thermometer, or other suitable alternative,
which is checked on each day the pharmacy is open and the
maximum and minimum temperatures recorded. Steps must be
taken to rectify discrepancies in temperatures.
1.5 all stocks of medicines in the pharmacy have batch and expiry
details. Medicines must be removed from blister or foil packs
only at the time of dispensing to assist an individual patient.
1.6 date expired stock is segregated from the rest of the pharmacy
stock and appropriately disposed of. Procedures must be in place
to reduce the risk of short dated or out-of-date stock being
accidentally supplied to a patient or member of the public. In the
event of a pandemic flu, Level 6, date expired medicines may be
supplied to patients, where this is in line with guidance issued by
the Government and/or the RPSGB.’
1.7 products that may be injurious to a person’s health, for example
tobacco products, alcoholic beverages and products intended to
mask the signs of alcohol or drug consumption are not sold or
supplied from registered pharmacy premises.
1.8 medicines returned to the pharmacy from a patient’s home, a
care home or a similar institution are not supplied to another
patient. While awaiting disposal, these medicines must be clearly
marked and segregated from other stock.1 In the event of a
pandemic flu, Level 6, patient returned medicines may be
supplied to patients, where this is in line with guidance issued by
the Government and/or the RPSGB.’
1.9 within the hospital setting, all medicines returned to the
pharmacy department from a ward or other hospital department
are examined under the direction of a pharmacist to assess their
suitability for being returned to stock. Patients’ own drugs
brought into hospital with them must not be returned to
pharmacy stock or be supplied to another patient.1
1 The Society is currently considering its policy on the re-use of patient returned medicines. Until such
time that this has been given full consideration 1.8 and 1.9 must be complied with. Any change in policy
will be notified via the pharmacy press.
43
 Professional Standards and Guidance for the Sale and Supply of Medicines

2. SUPPLY OF OVER THE COUNTER (OTC) MEDICINES

STANDARDS
When purchasing medicines from pharmacies patients expect to be
provided with high quality, relevant information in a manner they can
easily understand. You must ensure that:
2.1 procedures for sales of OTC medicines enable intervention and
professional advice to be given whenever this can assist the safe
and effective use of medicines. Pharmacy medicines must not be
accessible to the public by self-selection.
2.2 when a patient or their carer requests advice on treatment,
sufficient information is obtained to enable an assessment to be
made of whether self-care is appropriate, and to enable a
suitable product(s) to be recommended.
2.3 if a sale is not considered suitable, the reasons for this are
explained to the patient and they are referred to another
healthcare professional where appropriate.
2.4 when an OTC medicine is supplied, sufficient advice to ensure the
safe and effective use of the medicine is provided. You must take
into account any other specific information such as safe storage, or
short expiry dates that the patient may need to be counselled on.
2.5 all staff involved in the sale or supply of an OTC medicine are
trained, or are undertaking the training required for their duties,
and are aware of situations where referral to the pharmacist or
other registered healthcare professional may be necessary.
Consideration must be given to the types of OTC medicines that
may require the personal intervention of a pharmacist e.g. those
that have recently become available without prescription, those
that may be subject to abuse or misuse, or where the marketing
authorisation for non-prescription use is restricted to certain
conditions and circumstances.

44
2.6 all persons involved in the sale of OTC products are aware of the
abuse potential of certain OTC medicines and other products. You
must be alert to requests for large quantities and abnormally
frequent requests and refuse to make a supply where there are
reasonable grounds for suspecting misuse.
2.7 particular care is exercised when supplying products for children,
the elderly and other special groups or individuals, or where the
product is for animal use.
2.8 requests for certain medicines such as emergency hormonal
contraception are handled sensitively and the patient’s right to
privacy and confidentiality is respected.
2.9 any information provided about OTC medicines is up to date,
accurate and reliable.
2.10 you keep up to date with developments regarding new products
and policies for health promotion and are aware of local and
major national and topical health promotion initiatives.

3. SUPPLY OF PRESCRIBED MEDICINES

STANDARDS
Patients are entitled to expect the dispensing service provided to be
accurate, accessible and reasonably prompt. Appropriate standard
operating procedures must be in place for the dispensing services you
provide, or are responsible for and you must ensure that:
3.1 you seek to maintain adequate stock holdings.
3.2 every prescription is clinically assessed by a pharmacist to
determine its suitability for the patient.
3.3 the patient receives sufficient information and advice to enable
the safe and effective use of the prescribed medicine.
3.4 appropriate records of clinical interventions are maintained.
3.5 patients or their carers are informed if you are unable to dispense
their prescription in its entirety and given the opportunity to take
their prescription to another pharmacy.

45
 Professional Standards and Guidance for the Sale and Supply of Medicines

3.6 when medication is outstanding, the patient, carer or their

representative is provided with a legible note detailing the name
and quantity of medicine outstanding and, where possible,
informed when the balance will be available for collection. A
record of the medicine owed must be kept in the pharmacy.
3.7 a product with a marketing authorisation is supplied where such
a product exists in a suitable formulation and is available, in
preference to an unlicensed product or food supplement.2
3.8 except in an emergency, a specifically named product is not
substituted for any other product without the approval of the
patient or carer and the prescriber, a hospital drug and
therapeutics committee, or other similar locally agreed protocols.
3.9 when providing services for drug misusers you do not deviate
from the instructions given on the prescription. Sugar and/or
colour-free products have a greater potential for abuse than
syrup based and coloured products and must not be dispensed
unless specifically prescribed.
3.10 all solid dose and all oral and external liquid preparations are
dispensed in suitable reclosable child resistant containers
unless:
• the medicine is in an original pack or patient pack such as to
make this inadvisable;
• the patient has difficulty in opening a child resistant container;
• a specific request is made by the patient, their carer or
representative that the product is not dispensed in a child
resistant container;
• no suitable child resistant container exists for a particular
liquid preparation, or
• the patient has been assessed as requiring a compliance aid.
3.11 labelling of dispensed products is clear and legible and where
appropriate includes any cautionary and advisory labelling
recommended by the current British National Formulary.
3.12 appropriate systems and procedures are in place if you prepare
monitored dosage systems.
2 except where methadone mixture is prepared extemporaneously in accordance with Appendix 1
46
3.13 reimbursement claims for NHS or other professional services are
honest and accurate.
3.14 procedures are in place to minimise the risk of dispensing errors
or contamination of medicines. A record of errors or near miss
incidents must be made and practices reviewed in light of such
incidents.

GOOD PRACTICE GUIDANCE

• Where verbal information is provided about a prescribed medicine
necessary records of this should be maintained, when clinically
appropriate.

4. EXTEMPORANEOUS PREPARATION OR COMPOUNDING

STANDARDS
This standard is not intended to cover the reconstitution of dry powders
with water or other diluents.
Patients are entitled to expect that products extemporaneously
prepared in a pharmacy are prepared accurately and are suitable for
use. If you wish to be involved in extemporaneous preparation you must
ensure that:
4.1 a product is extemporaneously prepared only when there is no
product with a marketing authorisation available3 and where you
are able to prepare the product in compliance with accepted
standards.
4.2 you and any other staff involved are competent to undertake the
tasks to be performed.
4.3 the requisite facilities and equipment are available. Equipment
must be maintained in good order to ensure that performance is
unimpaired, and must be fit for the intended purpose.
4.4 you are satisfied as to the safety and appropriateness of the
formula of the product.

3 except where methadone mixture is prepared extemporaneously in accordance with Appendix 1

47
 Professional Standards and Guidance for the Sale and Supply of Medicines

4.5 ingredients are sourced from recognised pharmaceutical

manufacturers and are of a quality accepted for use in the
preparation and manufacture of pharmaceutical products.
Where appropriate, relevant legislation must be complied with.
4.6 particular attention and care is paid to substances which may be
hazardous and require special handling techniques.
4.7 the product is labelled with the necessary particulars, including
an expiry date and any special requirements for the safe handling
or storage of the product.
4.8 if you are undertaking large scale preparation of medicinal
products, all relevant standards and guidance are adhered to.
4.9 records are kept for a minimum of two years. The records must
include:
• the formula,
• the ingredients,
• the quantities used,
• their source,
• the batch number,
• the expiry date,
• where the preparation is dispensed in response to a
prescription, the patient's and prescription details and the date
of dispensing,
• the personnel involved, including the identity of the pharmacist
taking overall responsibility.

GOOD PRACTICE GUIDANCE

• Where possible, all calculations and measurements should be
double checked by a second appropriately trained member of
staff.

48
5. REPEAT MEDICATION SERVICES
STANDARDS
A repeat medication service is a service operated in co-operation with
local prescribers, in which pharmacists will provide professional support
to assist in the rational, safe, effective and economic use of medicines.
In order to provide a repeat medication service, you must:
5.1 ensure the pharmacy operates a patient medication record
system notified to the Information Commissioner’s Office.
5.2 ensure that an audit trail exists to identify each request and supply.
5.3 establish, at the time of each request, which items the patient or
carer considers are required and ensure that unnecessary
supplies are not made. At this stage pharmacists must also use
their professional judgement to decide whether concordance or
other problems encountered by the patient may require early
reference to the prescriber.
5.4 not request a repeat prescription from a surgery before obtaining
the patient’s or carer’s consent. You may however institute a
patient reminder system.
5.5 record all interventions in order to be able to deal with any
queries that may arise.

6. DELIVERY SERVICES
STANDARDS
A delivery service is where the medicine is handed to the patient, their
carer or other designated person other than on registered pharmacy
premises. When providing medicines via a delivery service you still have
a professional responsibility to ensure that patients or their carers know
how to use the medication safely, effectively and appropriately and
check that they are not experiencing adverse effects or compliance
difficulties. You must ensure that:
6.1 on each occasion a delivery service is provided you use your
professional judgement to determine whether direct face-to-face
contact with the patient or their carer is necessary.

49
 Professional Standards and Guidance for the Sale and Supply of Medicines

6.2 you obtain consent from the patient or their carer to provide the
delivery service on a single occasion or for a set period of time.
6.3 delivery to a person other than the patient or carer is undertaken
only where they have been specifically designated by the patient
or their carer.
6.4 you maintain appropriate records of requests for the service.
6.5 the delivery mechanism used:
• enables the medicine to be delivered securely and promptly to
the intended recipient with any necessary information to
enable safe and effective use of their medicine;
• caters for any special security/storage requirements of the
medicine;
• incorporates a verifiable audit trail for the medicine from the
point at which it leaves the pharmacy to the point at which it is
handed to the patient, their carer or other designated person,
or returned to the pharmacy in the event of a delivery failure;
• safeguards confidential information about the medication that
a patient is taking.

GOOD PRACTICE GUIDANCE

• Wherever possible a signature should be obtained to indicate safe
receipt of the medicines.
• Systems should be in place to inform a patient who is not at home
that delivery was attempted.

50
7. PRESCRIPTION COLLECTION SERVICE
STANDARDS
A prescription collection service encompasses any scheme where a
pharmacy receives prescriptions other than directly from the patient,
their carer or their representative. When providing such a service you
must:
7.1 obtain consent to receive patients’ prescriptions. The request for
the ongoing service must be from the patient or their carer and
procedures must exist for maintaining records of the initial
request for the service.
7.2 explain fully to patients, or their carers, what the service involves,
including the time period required to collect/receive and
dispense their prescription.
7.3 ensure that any members of staff who collect prescriptions are
acting in accordance with your directions.
7.4 take all reasonable steps to ensure patient confidentiality and
the security of prescriptions.
7.5 make sure that requests for repeat prescriptions are initiated by
the patient or their carer. A reminder system may be instituted
but a prescription must not be requested from a surgery before
obtaining the patient’s or their carer’s consent.
7.6 on receipt of prescriptions, including electronic prescriptions, be
satisfied that you are authorised to receive and dispense them.
Any prescription received for which you do not have the authority,
must be returned to the surgery for collection by the patient or
carer, or be directed to the pharmacy authorised to receive it.

51
 Professional Standards and Guidance for the Sale and Supply of Medicines

8. COMPLEMENTARY THERAPIES AND MEDICINES

STANDARDS
You must ensure that you are competent in any area in which you offer
advice on treatment or medicines. If you sell or supply homoeopathic or
herbal medicines, or other complementary therapies, you must:
8.1 assist patients in making informed decisions by providing them
with necessary and relevant information.
8.2 ensure any stock is obtained from a reputable source.
8.3 recommend a remedy only where you can be satisfied of its
safety and quality, taking into account the Medicines and
Healthcare products Regulatory Agency registration schemes for
homoeopathic and herbal remedies.

9. EMERGENCIES
STANDARDS
There may be occasions when you are required to assist members of the
public or patients in an emergency. In such situations you must:
9.1 where appropriate, consider using the exemption in legislation
that allows pharmacists to make an emergency supply of
medicines if a patient has an urgent need for them. You must
consider the medical consequences, if any, of not making the
supply and be satisfied that your decision will not lead to patient
care being compromised.
9.2 advise the patient on how to obtain essential medical care where
you do not consider an emergency supply to be appropriate.
9.3 assist persons in need of emergency first aid or medical
treatment whether by administering first aid within your
competence or by summoning assistance.

52
10. PATIENT GROUP DIRECTIONS
STANDARDS
If you are involved in the supply and/or administration of a medicine
under a patient group direction (PGD) you must:
10.1 be satisfied that the PGD is legally valid and that it has been
approved by the relevant authorising body.
10.2 ensure that when supplies are made the agreed protocol is
followed and the information specified in the PGD is recorded.
These records must include the identity of the pharmacist
assuming responsibility for each supply.
10.3 ensure you have up-to-date knowledge relating to the clinical
situation covered by the PGD, the medicine and its use for the
indications specified.
10.4 ensure that you have undertaken any training required for
operation of the PGD.
If you are involved in writing and/or approving patient group directions
(PGD) you are accountable for their content and must ensure that:
10.5 you are familiar with your role and responsibilities and the
government advice set out in relevant guidance.
10.6 only PGDs which comply with legal requirements are approved.
10.7 the staff training specified will enable safe operation of the PGD.
10.8 the appropriate people have been involved in the drafting,
approval and signing of the PGD.
10.9 you have up-to-date knowledge relating to the clinical situation
being covered by the PGD, the medicine and its use for
indications specified in the PGD.

53
 Professional Standards and Guidance for the Sale and Supply of Medicines

Guidance that supports this document

We have produced documents or guidance bulletins on the following which
should be considered in conjunction with these standards:
• Code of ethics for pharmacists and pharmacy technicians
• Professional standards and guidance for patient consent
• Professional standards and guidance for patient confidentiality
• Emergency first aid; guidance for pharmacists
• Patient group directions: a resource pack for pharmacists
• The safe and secure handling of medicines: a team approach (The Duthie
Report)
• Emergency supplies guidance (Law and Ethics Bulletin)
• Safe storage of medicines in patient’s homes (Law and Ethics Bulletin)

You can download these documents and more copies of this document from our
website (www.rpsgb.org) or you can telephone us on 020 7735 9141.

Other sources of Society advice

Further information or advice on the professional or legal obligations of the
pharmacy profession can be obtained by contacting the Society’s legal and
ethical advisory service on 020 7572 2308 or e-mail leadvice@rpsgb.org.

April 2009
54
Appendix 1

EXTEMPORANEOUS PREPARATION OF METHADONE MIXTURE

You must supply a product with a marketing authorisation, where such a
product exists in a suitable formulation and is available, in preference to
an unlicensed product or food supplement. You must only prepare a
product extemporaneously if there is no product with a marketing
authorisation available and where you are able to prepare the product in
compliance with accepted standards.
An exception to these requirements, to permit the extemporaneous
preparation of methadone mixture in circumstances where a licensed
product is available, will be granted provided the following
requirements are adhered to:
STANDARDS
(a) If a licensed product is available, methadone mixture may only be
prepared extemporaneously if the quantity of methadone dispensed on
a regular basis is large enough to preclude storage of sufficient
quantities of the licensed product within the pharmacy, in accordance
with the safe custody requirements of the Misuse of Drugs legislation.
(b) In addition to the standard operating procedures (SOPs) required for
dispensing, a SOP must be in place for the extemporaneous preparation
of methadone. The SOP must ensure safe systems and provide a
verifiable audit trail. Adherence to the SOP must be ensured.
(c) Extemporaneous preparation must only be carried out by persons
who are appropriately trained and competent to do so.
(d) All quantities of methadone powder and diluent, and any colourings,
flavourings and stabilisers, must be accurately measured. You must not
rely on the accuracy of the quantities of powder, diluent etc stated on
the manufacturer’s packs.
(e) The equipment used to measure and prepare extemporaneous
methadone products must be appropriate and be maintained in good
order to ensure that performance is unimpaired.
(f ) Equipment must be properly cleaned between each batch of
extemporaneously prepared product to ensure that no residue from
previous batches remains.
(g) Visual checks must be made to ensure the methadone powder has
fully dissolved in the diluent.
55
 Professional Standards and Guidance for the Sale and Supply of Medicines

(h) Stock bottles must not be reused.

(i) The product must be labelled with the necessary particulars,
including:
• The name and strength of the product
• The quantity of medicinal product in the container
• Any special handling and storage requirements (eg, store in safe
custody)
• The batch expiry date
• A batch reference number
(j) For each batch of extemporaneous methadone mixture prepared a
record must be maintained for a minimum of two years of:
• The formula
• The ingredients and quantities used
• The source, batch number and expiry date of the ingredients
• The batch number and expiry date of the extemporaneously prepared
mixture
• The persons involved in preparing the product, including the identity
of the pharmacist assuming overall responsibility
(k) Extemporaneously prepared methadone mixture must be stored in a
cabinet, cupboard or room that meets the requirements of the Misuse of
Drugs (Safe Custody) Regulations 1973.
(l) Extemporaneous preparation of methadone mixture, when a licensed
product is available, carries increased liability and must be covered by
indemnity insurance arrangements.

GOOD PRACTICE GUIDANCE

• Running balances of methadone powder and the resulting
extemporaneously prepared methadone mixture should be
maintained.
• The prescriber and the patient should be informed that the
methadone product being supplied does not have a marketing
authorisation.
• Wherever possible all measurements should be checked by a
second person.
56
Professional Standards and Guidance for the Sale and
Supply of Medicines

About this document

The Code of Ethics sets out seven principles of ethical practice that you
must follow as a pharmacist or pharmacy technician. It is your
responsibility to apply the principles to your daily work, using your
judgement in light of the principles.
The Code of Ethics says that you must ‘Make the care of patients your
first concern’.
In meeting this principle you are expected to:
• Provide a proper standard of practice and care to those for whom you
provide professional services.
• Seek all relevant information required to assess an individual’s needs
and provide appropriate treatment and care. Where necessary, refer
patients to other health or social care professionals or other relevant
organisations.
• Seek to ensure safe and timely access to medicines and take steps to
be satisfied of the clinical appropriateness of medicines supplied to
individual patients.
• Encourage the effective use of medicines and be satisfied that
patients, or those who care for them, know how to use their
medicines.
• Be satisfied as to the integrity and quality of products to be supplied
to patients.
• Ensure that you have access to the facilities, equipment and materials
necessary to provide services to professionally accepted standards.
This document expands on the principles of the Code of Ethics to set out
your professional responsibilities if you are involved in the sale and
supply of medicines. It is designed to meet Society’s obligations under
the Pharmacists and Pharmacy Technicians Order 2007 and other
relevant legislation.
This document does not detail legislative requirements, but when
selling or supplying medicines you must comply with relevant legislative
and contractual requirements, including NHS terms of service.
41
 Professional Standards and Guidance for the Sale and Supply of Medicines

Status of this document

Principle 6.6 of the Code of Ethics states that you must comply with
legal requirements, mandatory professional standards and accepted
best practice guidance.
This document contains:
• Mandatory professional standards (indicated by the word ‘must’) for
all registered pharmacists and pharmacy technicians; and
• Guidance on good practice (indicated by the word ‘should’) which you
should follow in all normal circumstances.
If a complaint is made against you the Society’s fitness to practise
committees will take account of the requirements of the Code of Ethics
and underpinning documents, including this one. You will be expected
to justify any decision to act outside its terms.

1. PHARMACEUTICAL STOCK
STANDARDS
Patients, members of the public and other healthcare professionals are
entitled to expect that medicines sold or supplied within the course of
professional pharmacy practice are obtained from a reputable source
and fit for the intended purpose. You must ensure that:
1.1 if you suspect you have been offered or supplied a counterfeit or
defective medicine, this is reported to the Medicines and
Healthcare products Regulatory Agency, the Royal
Pharmaceutical Society, the Veterinary Medicines Directorate or
the marketing authorisation holder as appropriate to the
individual situation. Any such stock must be segregated from
other pharmacy stock and must not be sold or supplied for the
treatment of any person(s).
1.2 pharmaceutical stock is stored under suitable conditions, taking
into consideration the stability of the drug.
1.3 particular attention is paid to protection of pharmaceutical stock
from contamination, sunlight, atmospheric moisture and adverse
temperatures. You must ensure that where you have concerns

42
 about the stability of a medicine, it is segregated from the rest of
the stock and not sold or supplied for patient use.
1.4 refrigerators used for pharmaceutical stock are capable of storing
products between 2C and 8C. They must be equipped with a
maximum/minimum thermometer, or other suitable alternative,
which is checked on each day the pharmacy is open and the
maximum and minimum temperatures recorded. Steps must be
taken to rectify discrepancies in temperatures.
1.5 all stocks of medicines in the pharmacy have batch and expiry
details. Medicines must be removed from blister or foil packs
only at the time of dispensing to assist an individual patient.
1.6 date expired stock is segregated from the rest of the pharmacy
stock and appropriately disposed of. Procedures must be in place
to reduce the risk of short dated or out-of-date stock being
accidentally supplied to a patient or member of the public. In the
event of a pandemic flu, Level 6, date expired medicines may be
supplied to patients, where this is in line with guidance issued by
the Government and/or the RPSGB.’
1.7 products that may be injurious to a person’s health, for example
tobacco products, alcoholic beverages and products intended to
mask the signs of alcohol or drug consumption are not sold or
supplied from registered pharmacy premises.
1.8 medicines returned to the pharmacy from a patient’s home, a
care home or a similar institution are not supplied to another
patient. While awaiting disposal, these medicines must be clearly
marked and segregated from other stock.1 In the event of a
pandemic flu, Level 6, patient returned medicines may be
supplied to patients, where this is in line with guidance issued by
the Government and/or the RPSGB.’
1.9 within the hospital setting, all medicines returned to the
pharmacy department from a ward or other hospital department
are examined under the direction of a pharmacist to assess their
suitability for being returned to stock. Patients’ own drugs
brought into hospital with them must not be returned to
pharmacy stock or be supplied to another patient.1
1 The Society is currently considering its policy on the re-use of patient returned medicines. Until such
time that this has been given full consideration 1.8 and 1.9 must be complied with. Any change in policy
will be notified via the pharmacy press.
43
 Professional Standards and Guidance for the Sale and Supply of Medicines

2. SUPPLY OF OVER THE COUNTER (OTC) MEDICINES

STANDARDS
When purchasing medicines from pharmacies patients expect to be
provided with high quality, relevant information in a manner they can
easily understand. You must ensure that:
2.1 procedures for sales of OTC medicines enable intervention and
professional advice to be given whenever this can assist the safe
and effective use of medicines. Pharmacy medicines must not be
accessible to the public by self-selection.
2.2 when a patient or their carer requests advice on treatment,
sufficient information is obtained to enable an assessment to be
made of whether self-care is appropriate, and to enable a
suitable product(s) to be recommended.
2.3 if a sale is not considered suitable, the reasons for this are
explained to the patient and they are referred to another
healthcare professional where appropriate.
2.4 when an OTC medicine is supplied, sufficient advice to ensure the
safe and effective use of the medicine is provided. You must take
into account any other specific information such as safe storage, or
short expiry dates that the patient may need to be counselled on.
2.5 all staff involved in the sale or supply of an OTC medicine are
trained, or are undertaking the training required for their duties,
and are aware of situations where referral to the pharmacist or
other registered healthcare professional may be necessary.
Consideration must be given to the types of OTC medicines that
may require the personal intervention of a pharmacist e.g. those
that have recently become available without prescription, those
that may be subject to abuse or misuse, or where the marketing
authorisation for non-prescription use is restricted to certain
conditions and circumstances.

44
2.6 all persons involved in the sale of OTC products are aware of the
abuse potential of certain OTC medicines and other products. You
must be alert to requests for large quantities and abnormally
frequent requests and refuse to make a supply where there are
reasonable grounds for suspecting misuse.
2.7 particular care is exercised when supplying products for children,
the elderly and other special groups or individuals, or where the
product is for animal use.
2.8 requests for certain medicines such as emergency hormonal
contraception are handled sensitively and the patient’s right to
privacy and confidentiality is respected.
2.9 any information provided about OTC medicines is up to date,
accurate and reliable.
2.10 you keep up to date with developments regarding new products
and policies for health promotion and are aware of local and
major national and topical health promotion initiatives.

3. SUPPLY OF PRESCRIBED MEDICINES

STANDARDS
Patients are entitled to expect the dispensing service provided to be
accurate, accessible and reasonably prompt. Appropriate standard
operating procedures must be in place for the dispensing services you
provide, or are responsible for and you must ensure that:
3.1 you seek to maintain adequate stock holdings.
3.2 every prescription is clinically assessed by a pharmacist to
determine its suitability for the patient.
3.3 the patient receives sufficient information and advice to enable
the safe and effective use of the prescribed medicine.
3.4 appropriate records of clinical interventions are maintained.
3.5 patients or their carers are informed if you are unable to dispense
their prescription in its entirety and given the opportunity to take
their prescription to another pharmacy.

45
 Professional Standards and Guidance for the Sale and Supply of Medicines

3.6 when medication is outstanding, the patient, carer or their

representative is provided with a legible note detailing the name
and quantity of medicine outstanding and, where possible,
informed when the balance will be available for collection. A
record of the medicine owed must be kept in the pharmacy.
3.7 a product with a marketing authorisation is supplied where such
a product exists in a suitable formulation and is available, in
preference to an unlicensed product or food supplement.2
3.8 except in an emergency, a specifically named product is not
substituted for any other product without the approval of the
patient or carer and the prescriber, a hospital drug and
therapeutics committee, or other similar locally agreed protocols.
3.9 when providing services for drug misusers you do not deviate
from the instructions given on the prescription. Sugar and/or
colour-free products have a greater potential for abuse than
syrup based and coloured products and must not be dispensed
unless specifically prescribed.
3.10 all solid dose and all oral and external liquid preparations are
dispensed in suitable reclosable child resistant containers
unless:
• the medicine is in an original pack or patient pack such as to
make this inadvisable;
• the patient has difficulty in opening a child resistant container;
• a specific request is made by the patient, their carer or
representative that the product is not dispensed in a child
resistant container;
• no suitable child resistant container exists for a particular
liquid preparation, or
• the patient has been assessed as requiring a compliance aid.
3.11 labelling of dispensed products is clear and legible and where
appropriate includes any cautionary and advisory labelling
recommended by the current British National Formulary.
3.12 appropriate systems and procedures are in place if you prepare
monitored dosage systems.
2 except where methadone mixture is prepared extemporaneously in accordance with Appendix 1
46
3.13 reimbursement claims for NHS or other professional services are
honest and accurate.
3.14 procedures are in place to minimise the risk of dispensing errors
or contamination of medicines. A record of errors or near miss
incidents must be made and practices reviewed in light of such
incidents.

GOOD PRACTICE GUIDANCE

• Where verbal information is provided about a prescribed medicine
necessary records of this should be maintained, when clinically
appropriate.

4. EXTEMPORANEOUS PREPARATION OR COMPOUNDING

STANDARDS
This standard is not intended to cover the reconstitution of dry powders
with water or other diluents.
Patients are entitled to expect that products extemporaneously
prepared in a pharmacy are prepared accurately and are suitable for
use. If you wish to be involved in extemporaneous preparation you must
ensure that:
4.1 a product is extemporaneously prepared only when there is no
product with a marketing authorisation available3 and where you
are able to prepare the product in compliance with accepted
standards.
4.2 you and any other staff involved are competent to undertake the
tasks to be performed.
4.3 the requisite facilities and equipment are available. Equipment
must be maintained in good order to ensure that performance is
unimpaired, and must be fit for the intended purpose.
4.4 you are satisfied as to the safety and appropriateness of the
formula of the product.

3 except where methadone mixture is prepared extemporaneously in accordance with Appendix 1

47
 Professional Standards and Guidance for the Sale and Supply of Medicines

4.5 ingredients are sourced from recognised pharmaceutical

manufacturers and are of a quality accepted for use in the
preparation and manufacture of pharmaceutical products.
Where appropriate, relevant legislation must be complied with.
4.6 particular attention and care is paid to substances which may be
hazardous and require special handling techniques.
4.7 the product is labelled with the necessary particulars, including
an expiry date and any special requirements for the safe handling
or storage of the product.
4.8 if you are undertaking large scale preparation of medicinal
products, all relevant standards and guidance are adhered to.
4.9 records are kept for a minimum of two years. The records must
include:
• the formula,
• the ingredients,
• the quantities used,
• their source,
• the batch number,
• the expiry date,
• where the preparation is dispensed in response to a
prescription, the patient's and prescription details and the date
of dispensing,
• the personnel involved, including the identity of the pharmacist
taking overall responsibility.

GOOD PRACTICE GUIDANCE

• Where possible, all calculations and measurements should be
double checked by a second appropriately trained member of
staff.

48
5. REPEAT MEDICATION SERVICES
STANDARDS
A repeat medication service is a service operated in co-operation with
local prescribers, in which pharmacists will provide professional support
to assist in the rational, safe, effective and economic use of medicines.
In order to provide a repeat medication service, you must:
5.1 ensure the pharmacy operates a patient medication record
system notified to the Information Commissioner’s Office.
5.2 ensure that an audit trail exists to identify each request and supply.
5.3 establish, at the time of each request, which items the patient or
carer considers are required and ensure that unnecessary
supplies are not made. At this stage pharmacists must also use
their professional judgement to decide whether concordance or
other problems encountered by the patient may require early
reference to the prescriber.
5.4 not request a repeat prescription from a surgery before obtaining
the patient’s or carer’s consent. You may however institute a
patient reminder system.
5.5 record all interventions in order to be able to deal with any
queries that may arise.

6. DELIVERY SERVICES
STANDARDS
A delivery service is where the medicine is handed to the patient, their
carer or other designated person other than on registered pharmacy
premises. When providing medicines via a delivery service you still have
a professional responsibility to ensure that patients or their carers know
how to use the medication safely, effectively and appropriately and
check that they are not experiencing adverse effects or compliance
difficulties. You must ensure that:
6.1 on each occasion a delivery service is provided you use your
professional judgement to determine whether direct face-to-face
contact with the patient or their carer is necessary.

49
 Professional Standards and Guidance for the Sale and Supply of Medicines

6.2 you obtain consent from the patient or their carer to provide the
delivery service on a single occasion or for a set period of time.
6.3 delivery to a person other than the patient or carer is undertaken
only where they have been specifically designated by the patient
or their carer.
6.4 you maintain appropriate records of requests for the service.
6.5 the delivery mechanism used:
• enables the medicine to be delivered securely and promptly to
the intended recipient with any necessary information to
enable safe and effective use of their medicine;
• caters for any special security/storage requirements of the
medicine;
• incorporates a verifiable audit trail for the medicine from the
point at which it leaves the pharmacy to the point at which it is
handed to the patient, their carer or other designated person,
or returned to the pharmacy in the event of a delivery failure;
• safeguards confidential information about the medication that
a patient is taking.

GOOD PRACTICE GUIDANCE

• Wherever possible a signature should be obtained to indicate safe
receipt of the medicines.
• Systems should be in place to inform a patient who is not at home
that delivery was attempted.

50
7. PRESCRIPTION COLLECTION SERVICE
STANDARDS
A prescription collection service encompasses any scheme where a
pharmacy receives prescriptions other than directly from the patient,
their carer or their representative. When providing such a service you
must:
7.1 obtain consent to receive patients’ prescriptions. The request for
the ongoing service must be from the patient or their carer and
procedures must exist for maintaining records of the initial
request for the service.
7.2 explain fully to patients, or their carers, what the service involves,
including the time period required to collect/receive and
dispense their prescription.
7.3 ensure that any members of staff who collect prescriptions are
acting in accordance with your directions.
7.4 take all reasonable steps to ensure patient confidentiality and
the security of prescriptions.
7.5 make sure that requests for repeat prescriptions are initiated by
the patient or their carer. A reminder system may be instituted
but a prescription must not be requested from a surgery before
obtaining the patient’s or their carer’s consent.
7.6 on receipt of prescriptions, including electronic prescriptions, be
satisfied that you are authorised to receive and dispense them.
Any prescription received for which you do not have the authority,
must be returned to the surgery for collection by the patient or
carer, or be directed to the pharmacy authorised to receive it.

51
 Professional Standards and Guidance for the Sale and Supply of Medicines

8. COMPLEMENTARY THERAPIES AND MEDICINES

STANDARDS
You must ensure that you are competent in any area in which you offer
advice on treatment or medicines. If you sell or supply homoeopathic or
herbal medicines, or other complementary therapies, you must:
8.1 assist patients in making informed decisions by providing them
with necessary and relevant information.
8.2 ensure any stock is obtained from a reputable source.
8.3 recommend a remedy only where you can be satisfied of its
safety and quality, taking into account the Medicines and
Healthcare products Regulatory Agency registration schemes for
homoeopathic and herbal remedies.

9. EMERGENCIES
STANDARDS
There may be occasions when you are required to assist members of the
public or patients in an emergency. In such situations you must:
9.1 where appropriate, consider using the exemption in legislation
that allows pharmacists to make an emergency supply of
medicines if a patient has an urgent need for them. You must
consider the medical consequences, if any, of not making the
supply and be satisfied that your decision will not lead to patient
care being compromised.
9.2 advise the patient on how to obtain essential medical care where
you do not consider an emergency supply to be appropriate.
9.3 assist persons in need of emergency first aid or medical
treatment whether by administering first aid within your
competence or by summoning assistance.

52
10. PATIENT GROUP DIRECTIONS
STANDARDS
If you are involved in the supply and/or administration of a medicine
under a patient group direction (PGD) you must:
10.1 be satisfied that the PGD is legally valid and that it has been
approved by the relevant authorising body.
10.2 ensure that when supplies are made the agreed protocol is
followed and the information specified in the PGD is recorded.
These records must include the identity of the pharmacist
assuming responsibility for each supply.
10.3 ensure you have up-to-date knowledge relating to the clinical
situation covered by the PGD, the medicine and its use for the
indications specified.
10.4 ensure that you have undertaken any training required for
operation of the PGD.
If you are involved in writing and/or approving patient group directions
(PGD) you are accountable for their content and must ensure that:
10.5 you are familiar with your role and responsibilities and the
government advice set out in relevant guidance.
10.6 only PGDs which comply with legal requirements are approved.
10.7 the staff training specified will enable safe operation of the PGD.
10.8 the appropriate people have been involved in the drafting,
approval and signing of the PGD.
10.9 you have up-to-date knowledge relating to the clinical situation
being covered by the PGD, the medicine and its use for
indications specified in the PGD.

53
 Professional Standards and Guidance for the Sale and Supply of Medicines

Guidance that supports this document

We have produced documents or guidance bulletins on the following which
should be considered in conjunction with these standards:
• Code of ethics for pharmacists and pharmacy technicians
• Professional standards and guidance for patient consent
• Professional standards and guidance for patient confidentiality
• Emergency first aid; guidance for pharmacists
• Patient group directions: a resource pack for pharmacists
• The safe and secure handling of medicines: a team approach (The Duthie
Report)
• Emergency supplies guidance (Law and Ethics Bulletin)
• Safe storage of medicines in patient’s homes (Law and Ethics Bulletin)

You can download these documents and more copies of this document from our
website (www.rpsgb.org) or you can telephone us on 020 7735 9141.

Other sources of Society advice

Further information or advice on the professional or legal obligations of the
pharmacy profession can be obtained by contacting the Society’s legal and
ethical advisory service on 020 7572 2308 or e-mail leadvice@rpsgb.org.

April 2009
54
Appendix 1

EXTEMPORANEOUS PREPARATION OF METHADONE MIXTURE

You must supply a product with a marketing authorisation, where such a
product exists in a suitable formulation and is available, in preference to
an unlicensed product or food supplement. You must only prepare a
product extemporaneously if there is no product with a marketing
authorisation available and where you are able to prepare the product in
compliance with accepted standards.
An exception to these requirements, to permit the extemporaneous
preparation of methadone mixture in circumstances where a licensed
product is available, will be granted provided the following
requirements are adhered to:
STANDARDS
(a) If a licensed product is available, methadone mixture may only be
prepared extemporaneously if the quantity of methadone dispensed on
a regular basis is large enough to preclude storage of sufficient
quantities of the licensed product within the pharmacy, in accordance
with the safe custody requirements of the Misuse of Drugs legislation.
(b) In addition to the standard operating procedures (SOPs) required for
dispensing, a SOP must be in place for the extemporaneous preparation
of methadone. The SOP must ensure safe systems and provide a
verifiable audit trail. Adherence to the SOP must be ensured.
(c) Extemporaneous preparation must only be carried out by persons
who are appropriately trained and competent to do so.
(d) All quantities of methadone powder and diluent, and any colourings,
flavourings and stabilisers, must be accurately measured. You must not
rely on the accuracy of the quantities of powder, diluent etc stated on
the manufacturer’s packs.
(e) The equipment used to measure and prepare extemporaneous
methadone products must be appropriate and be maintained in good
order to ensure that performance is unimpaired.
(f ) Equipment must be properly cleaned between each batch of
extemporaneously prepared product to ensure that no residue from
previous batches remains.
(g) Visual checks must be made to ensure the methadone powder has
fully dissolved in the diluent.
55
 Professional Standards and Guidance for the Sale and Supply of Medicines

(h) Stock bottles must not be reused.

(i) The product must be labelled with the necessary particulars,
including:
• The name and strength of the product
• The quantity of medicinal product in the container
• Any special handling and storage requirements (eg, store in safe
custody)
• The batch expiry date
• A batch reference number
(j) For each batch of extemporaneous methadone mixture prepared a
record must be maintained for a minimum of two years of:
• The formula
• The ingredients and quantities used
• The source, batch number and expiry date of the ingredients
• The batch number and expiry date of the extemporaneously prepared
mixture
• The persons involved in preparing the product, including the identity
of the pharmacist assuming overall responsibility
(k) Extemporaneously prepared methadone mixture must be stored in a
cabinet, cupboard or room that meets the requirements of the Misuse of
Drugs (Safe Custody) Regulations 1973.
(l) Extemporaneous preparation of methadone mixture, when a licensed
product is available, carries increased liability and must be covered by
indemnity insurance arrangements.

GOOD PRACTICE GUIDANCE

• Running balances of methadone powder and the resulting
extemporaneously prepared methadone mixture should be
maintained.
• The prescriber and the patient should be informed that the
methadone product being supplied does not have a marketing
authorisation.
• Wherever possible all measurements should be checked by a
second person.
56
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

Professional Standards for Pharmacists and Pharmacy

Technicians in Positions of Authority

About this document

The Code of Ethics sets out seven principles of ethical practice that you
must follow as a pharmacist or pharmacy technician. It is your
responsibility to apply the principles to your daily work, using your
judgement in the light of the principles.
The Code of Ethics says that you must ‘Take responsibility for your
working practices’ and sets out what you are expected to do when
applying this principle in practice.
This document expands on the principles of the Code of Ethics to set out
your professional responsibilities if you are in a position of authority. It
is designed to meet the Society’s obligations under the Pharmacists and
Pharmacy Technicians Order 2007 and other relevant legislation.
The term ‘position of authority’ encompasses the wide range of
managerial responsibilities pharmacists and pharmacy technicians
undertake, including managing a pharmacy, pharmacy team or
department, being a superintendent pharmacist or pharmacy owner, or
managing services in a hospital, trust or other field of practice such as
industry or academia. The standards in this document are intended to
apply to all practice settings. As pharmacists and pharmacy technicians
take on management responsibilities to varying degrees, the ability to
put into effect parts of this document will depend on the authority your
position gives you and the area of practice in which you work.
If you have overall responsibility for the provision of pharmacy services
within your organisation (for example, if you own a registered pharmacy
premises, are a superintendent pharmacist, or are a chief pharmacist),
you must ensure that all the standards set out in this document are met.
Where you have delegated the day-to-day implementation of any of the
standards you retain overall responsibility for ensuring that the
standards are met.

1
If you are a pharmacist or pharmacy technician with other management
responsibilities, for example, if you have management responsibilities
for a group of pharmacies or staff within your organisation, you must
ensure that the standards in this document are met wherever it is your
responsibility and within your power to do so. Where it is not, you must
raise awareness of any problems with those who are in a position to
make change.
If you are the responsible pharmacist, as defined in the Medicines Act,
you must ensure that you also comply with the professional standards
and guidance for responsible pharmacists. The extent to which the
standards in this document apply to you will be dependant upon the
specific role and responsibilities that you have been employed to
undertake.
This document does not detail legislative requirements, but when in a
position of authority you must comply with the legislative and
contractual requirements, such as NHS terms of service, relevant to your
management responsibilities.

Status of this document

Principle 6.6 of the Code of Ethics states that you must comply with
legal requirements, mandatory professional standards and accepted
best practice guidance.
This document contains:
• Mandatory professional standards (indicated by the word ‘must’) for
all registered pharmacists and pharmacy technicians in positions of
authority.
You must follow the standards where it is your responsibility and within
your power to do so.
If a complaint is made against you the Society’s fitness to practise
committees will take account of the requirements of the Code of Ethics
and underpinning documents, including this one. You will be expected
to justify any decision to act outside its terms.
Sections 1-9 of this document are applicable to all practice settings.
Sections 10 and 11 outline requirements specific to registered retail
pharmacies.
2
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

1. ACCEPTING POSITIONS OF AUTHORITY

STANDARDS
You must accept work only where you have the skills and competence for
the tasks to be performed. When taking on any position of authority you
must:
1.1 establish the scope of your role and responsibilities and clarify
any ambiguities or uncertainties about where your responsibilities
lie.
1.2 have the necessary knowledge, skills and experience, including
sufficient language competence, to undertake the role.
1.3 be able to comply with your legal and professional obligations and
manage effectively the activities you are responsible for.
1.4 keep up to date with and observe the laws, statutory codes and
professional obligations relevant to your particular
responsibilities.
1.5 declare to the relevant person or authority any interests that could
be perceived to influence your judgement in financial or
commercial dealings which impact on patient care or public safety.

2. POLICIES AND PROCEDURES

STANDARDS
You must ensure that all legal and professional requirements are
observed in relation to the pharmaceutical aspects of the business or
professional services you manage. It is essential that appropriate
policies and procedures are established, maintained and reviewed.
Policies and procedures must be made readily available to relevant staff.
There must be clarity on areas of responsibility and clear lines of
accountability must exist.

3
If you are a pharmacy owner, superintendent pharmacist or pharmacy
manager in a hospital, trust, or other field of practice you have overall
responsibility for setting out the standards and policies for the provision
of pharmacy services by your organisation. If you are a pharmacist or
pharmacy technician with management responsibilities for the day-to-
day running of one or more departments or pharmacy premises, you
must ensure that policies and procedures are appropriate for the
particular department or premises you are responsible for.
You must, as appropriate to your particular management
responsibilities, ensure that:
2.1 policies and standard operating procedures to ensure the safe
and effective provision of pharmacy services in accordance with
relevant legal and professional requirements are in place,
maintained and regularly reviewed.
2.2 clear lines of accountability exist and a retrievable audit trail of
the health professional taking responsibility for the provision of
each pharmacy service is maintained.
2.3 appropriate policies for the number and required experience
levels of staff for the business or department(s) you manage are
in place and are made known to relevant staff.
2.4 suitable arrangements are in place when members of staff are off
duty and effective handover procedures are followed.
2.5 there are systems to identify and manage risks to patients, the
public and those you employ. There must be procedures to deal
with incidents that pose a threat to patient, public or employee
safety and to review practices in light of such incidents.
2.6 procedures are in place to record errors or near miss incidents,
notify the person responsible, and review procedures as
appropriate.
2.7 procedures respect and protect confidential information about
patients and employees in accordance with current legislation,
relevant codes of practice and professional guidelines.
2.8 systems are in place to ensure that the supplier and the quality of
any medicines, devices and pharmaceutical ingredients obtained
are reputable.

4
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

2.9 appropriate security measures are in place to protect stocks of

medicinal products, devices, and pharmaceutical ingredients,
especially those which may be at particular risk of theft or abuse.
2.10 any advertising and promotional activity you authorise for
professional services or medicinal products complies with
appropriate advertising codes of practice, professional guidance
and the law.

3. PHARMACY PREMISES AND FACILITIES

STANDARDS
The pharmacy premises, department or facilities you manage must
enable safe systems of work and be appropriate to the professional
services being provided. You must ensure that:
3.1 the pharmacy premises, department or facilities you are
responsible for do not bring the pharmacy profession into
disrepute.
3.2 all relevant statutory requirements and regulations are complied
with.
3.3 any part of the premises from which professional services are
provided is readily identifiable and well maintained.
3.4 medicines, pharmaceutical ingredients, devices and other stock
at the pharmacy premises or facilities are stored under
conditions appropriate to the nature and stability of the product
concerned.

4. RESPONSIBILITIES TO THOSE YOU EMPLOY, MANAGE OR LEAD

STANDARDS
You must make sure that those you employ, manage or lead, including
temporary staff and locums, are not prevented or hindered from
performing their professional and legal duties. You must ensure that:
4.1 the views, beliefs and rights of those you employ, manage or lead
are respected and protected.
4.2 financial or other targets do not compromise the professional
5 services you and your staff provide.
4.3 those you employ, manage or lead:
• are aware of and are able to comply with their professional and
legal responsibilities, and that systems are in place to facilitate
this.
• are able to exercise their professional judgement in the best
interest of patients and the public;
• understand their individual roles and responsibilities, including
the activities and decisions which have and have not been
delegated to them;
• are provided with the information necessary to enable them to
perform their duties safely and effectively;
• are not required to undertake tasks that they are not competent
and trained, or being trained, to do;
• have appropriate supervision, either through close personal
supervision (trainee staff, for example) or, where legislation
permits and the staff are appropriately trained and qualified,
through a managed system with clear reporting structures.
4.4 working conditions and practices are lawful and resources,
facilities and equipment enable staff to provide services to
professionally accepted standards.
4.5 staff are able and encouraged to take appropriate rest breaks.
When agreeing working hours and rest breaks with employees
you must take into account legislative requirements, individual
requirements for breaks and the needs of patients.

5. EMPLOYING OTHERS
STANDARDS
Individuals who are employed or engaged to provide pharmacy services,
including temporary staff and locums, must be suitable for the role
given to them. If you employ or engage pharmacists, pharmacy
technicians or other pharmacy staff (including trainees and students), or
if you have overall responsibility for their employment within your
organisation, you must be satisfied that:

6
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

5.1 appropriate checks are carried out before employment commences

and that adverse findings do not make employing or engaging the
individual untenable. Depending on the remit and responsibilities
of the role this may include inquiries about previous criminal
convictions, verification of professional registration status and
checks on any conditions or limitations on practice.
5.2 the individual to be employed has or will undertake appropriate
training to attain the skills, knowledge and competency, including
sufficient language competence for their role.
5.3 reliable references are sought and provided.
5.4 the requirements of the Code of Ethics are taken into account
when making decisions relating to the conduct of pharmacists,
pharmacy technicians, pre-registration trainees or student
pharmacy technicians.
5.5 the Society is informed if there is concern that the professional
competence or fitness to practise of a pharmacist, pharmacy
technician, pre-registration trainee or student pharmacy technician
may compromise patient care or public safety.
5.6 there is co-operation with investigations or inquiries into the
fitness to practise of anyone you employ and the impact of any
findings and decisions on the employee’s role and responsibilities
are taken into account.

6. TRAINING AND DEVELOPMENT

STANDARDS
Pharmacists, pharmacy technicians and other staff must have the
appropriate knowledge, skills and competence for the roles they
undertake and must be provided with training and development
opportunities to strengthen and improve these. Where you employ,
manage or lead others you must ensure that:
6.1 individuals have access to the training they need and undertake
any accredited training requirements relevant to their duties in a
timely manner.

7
6.2 you take steps to satisfy yourself that the pharmacists and pharmacy
technicians you employ, manage or lead are aware of their obligation to
undertake continuing professional development relevant to their
professional duties, and are supported to meet this requirement.
6.3 staff who seek assistance because they do not feel able to carry out their
professional work are reasonably and effectively supported.
6.4 the progress and performance of staff, particularly trainees, is regularly
reviewed with honest and constructive feedback.
6.5 when training pre-registration trainees or student pharmacy technicians:
• the trainee is fit to practise throughout their training contract,
• the training meets the development needs of the trainee and provides
the necessary range of experiences of professional practice,
• the trainee is appropriately supervised and monitored by their pre-
registration tutor or supervisor and their performance is honestly and
impartially evaluated,
• pre-registration training is provided in approved premises and the
Society is notified when such training is being provided.

7. ENABLING OTHERS TO RAISE CONCERNS

STANDARDS
It is important that those you employ, manage or lead, including temporary staff
and locums, are able to raise concerns about risks to patients or the public.
Appropriate systems need to be in place to deal with these concerns. You must
make sure that:
7.1 there is an appropriate and effective mechanism for staff to raise
concerns about risks to patients or the public, including concerns about
inadequate resources, policies and procedures, or problems with the
health, behaviour or professional performance of others.
7.2 staff have ready access to information on how to raise concerns, and who
they should be raised with.
7.3 staff who raise genuine concerns are appropriately supported and
protected.

8
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

7.4 systems are in place to investigate concerns promptly, fully and

fairly, and appropriate records are maintained of any
investigations and action taken.
7.5 concerns which cannot be addressed at a local level are referred
to senior management and/or the appropriate authority, such as
a regulatory body.
Further information and advice on raising concerns can be found in the
Society’s guidance document ‘Raising concerns- guidance for
pharmacists and registered pharmacy technicians’ (www.rpsgb.org).

8. HANDLING COMPLAINTS
STANDARDS
All complaints about individuals, activities or services under your
managerial control must be dealt with in an appropriate and
professional manner. Where applicable, NHS complaints procedures
must be followed. If you are in a position of authority you must be
satisfied that:
8.1 systems are in place to enable complaints to be dealt with
promptly, constructively and honestly.
8.2 those you employ, manage or lead, including temporary staff and
locums, are familiar with the complaints procedure.
8.3 complainants receive a timely and constructive response and are
informed about the way in which the complaints process will
proceed.
8.4 anyone being investigated is treated fairly and individuals who
are being asked to account for their conduct are made fully aware
of the allegations made against them.
8.5 appropriate records are maintained of any complaints received
and the action taken.

9
9. INDEMNITY ARRANGEMENTS
STANDARDS
All pharmacists and pharmacy technicians have a responsibility to ensure
that their professional activities are covered by adequate professional
indemnity arrangements. Where you employ or engage pharmacists,
pharmacy technicians or other staff you must ensure that:
9.1 all professional activities undertaken by you or under your control are
covered by adequate professional indemnity cover.
9.2 those you employ or engage are aware of the extent of the
professional indemnity cover provided to them.

10. SUPERINTENDENT PHARMACISTS AND RESPONSIBLE PHARMACISTS

FOR A REGISTERED PHARMACY PREMISES
Superintendent pharmacists and responsible pharmacists have statutory
functions detailed in the Medicines Act 1968. The specific professional
requirements for pharmacists undertaking these statutory roles and the
relationship between the two roles are explained below.

Superintendent pharmacists
STANDARDS
As a superintendent pharmacist you are required to manage the keeping,
preparing, dispensing and sale or supply of medicinal products by a
registered retail pharmacy business owned by a body corporate. You have a
responsibility to set the overarching standards and policies for the
pharmaceutical aspects of the business. You must ensure that all legal and
professional requirements are adhered to and must respond appropriately to
any systems failures or concerns that may arise. The role of superintendent
pharmacist is a key position carrying full time responsibility and
accountability within a company.

10
 Professional Standards for Pharmacists and Pharmacy Technicians in Positions of Authority

You must be satisfied that you have sufficient resources, authority and
influence within your organisation to comply with your legal and professional
responsibilities. You must also make sure that the members of the board of
the body corporate are aware of and understand your responsibilities. As
superintendent pharmacist, you retain overall professional accountability for
the pharmaceutical aspects of the business even if you are employed for
fewer hours than the pharmacy business operates. If you are employed as a
superintendent pharmacist on a part time basis, or are not resident in the UK
it is very unlikely that you will be able to comply adequately with the legal
and professional responsibilities of this role.
You must ensure that the responsible pharmacist is supported to fulfil their
legal and professional responsibilities and appropriate systems need to be in
place to deal with concerns raised by the responsible pharmacist.

Responsible Pharmacist
STANDARDS
Where a pharmacy premises is owned by a body corporate, the
superintendent pharmacist is required to set the overarching standards and
policies for the pharmacy business. As the responsible pharmacist of a
particular pharmacy at any given time, you must secure the safe and effective
running of that pharmacy for the sale and supply of medicinal products, as
required by the Medicines Act 1968. You are responsible for ensuring
appropriate procedures for the pharmacy while you are the responsible
pharmacist . Where model procedures have been agreed by the pharmacy
owner or superintendent pharmacist you must ensure that they are
implemented and amended or reviewed where necessary within the
pharmacy you are assuming responsibility for. You must ensure that you
exercise your professional judgment in complying with your statutory duty to
secure the safe and effective running of the pharmacy and that you comply
with the standards detailed in the professional standards and regulatory
guidance for responsible pharmacists.

11
11. BODIES CORPORATE
STANDARDS
Where a body corporate owns a pharmacy business, a superintendent
pharmacist must be appointed to manage the pharmaceutical aspects of the
business. The Society expects members of the board of a body corporate to
consider and act on the advice of the superintendent pharmacist when dealing
with the requirements of the pharmaceutical parts of the business. The
superintendent pharmacist needs to be provided with the necessary support
and resources to carry out his or her legal and professional obligations as
detailed in this document.
The Society must be notified in writing of any changes to the address or
ownership of a registered pharmacy premises, or superintendent pharmacist of
a body corporate.

Guidance that supports this document

We have produced documents or guidance bulletins on the following which
should be considered in conjunction with these standards:
• Code of ethics for pharmacists and pharmacy technicians
• Professional standards and guidance for responsible pharmacists
• Professional standards and guidance for the sale and supply of
medicines
• Professional standards and guidance for patient confidentiality
• Raising concerns- guidance for pharmacists and registered pharmacy
technicians
• Rest breaks (Law and Ethics Bulletin)
You can download these documents and more copies of this document from
our website (www.rpsgb.org) or you can telephone us on 020 7735 9141.

Other sources of Society advice

Further information or advice on the professional or legal obligations of the
pharmacy profession can be obtained by contacting the Society’s legal and
ethical advisory service on 020 7572 2308, or email ftp@rpsgb.org.
1 Oct 2009 12
FOR IMMEDIATE RELEASE CONTACT: Gail Street
June 23, 2005 Public Relations Director
202-429-7558

Statement by John A. Gans, Executive Vice President and CEO

American Pharmacists Association (APhA)

Pharmacists & Physicians: Not Just a Matter of Conscience

Despite the alarming headlines, pharmacists and physicians agree. Patients should
receive their medications without harassment and interference. The American Pharmacists
Association’s (APhA) two-part policy statement supports the ability of the pharmacist to step
away from participating in activity to which they have personal objections—but not step in the
way. The Association supports the pharmacists’ ability to choose not to fill a prescription based
on moral or ethical values. But recognizing the pharmacist’s important role in the health care
system, APhA supports the establishment of systems to ensure that the patient’s health care
needs are served.

Essential to APhA’s policy is establishing systems to assure patient access before the
prescription ever reaches the pharmacist. Well-constructed systems are seamless; and often the
patient is unaware of the pharmacist’s action. On this point, we agree with the AMA and
welcome dialogue that will ensure this continued recognition of the need to serve patients and
recognize the individual beliefs of pharmacists and physicians. Just as physicians are not
required to provide all medical services, pharmacists should not be required to provide all
pharmacy services.

It is unfortunate that the conversation between the AMA and APhA did not take place
before their House of Delegates action. But physicians and pharmacists collaborate every day to
improve medication use and advance patient care—including navigating issues of conscience.
We look forward to working with the AMA on this issue, much as our individual members are
working together with physicians today.

Just like doctors, pharmacists abide by a Code of Ethics for the delivery of health care.
And yes, just like doctors, pharmacists make sure that patients are getting the prescriptions they
need without interruption at the pharmacy.

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-S1
 Pharmacy Professionalism Toolkit
for Students and Faculty

Provided by the
American Pharmacists Association Academy of Student Pharmacists
American Association of Colleges of Pharmacy
Committee on Student Professionalism

Version 1.0
2004

2003-04 Committee Members

AACP Representatives APhA-ASP Representatives

Thomas Reinders, Co-chair Amit Patel, Co-chair

(Virginia Commonwealth University)
Robert Beardsley
(University of Maryland)
Nanci Murphy
(University of Washington)
Amy Schwartz
(Nevada College of Pharmacy)
(University of Cincinnati)
Gail Caballes
(University of Washington)
James Hobbs
(University of Kentucky)
Brea Olson
(University of Tennessee)
Andrew Traynor,
(University of Minnesota)
John Vinson
(University of Arkansas for Medical Sciences)
 TABLE OF CONTENTS

PREAMBLE.................................................................................................................................. 4
TEN TRAITS THAT DISTINGUISH A PROFESSIONAL.................................................................... 4
DESCRIPTION OF THE PROFESSIONALISM TOOLKIT .................................................................. 7
STUDENT RECRUITMENT ...................................................................................................... 8
I. INTRODUCTION ................................................................................................................................. 8
II. POSSIBLE ACTIVITIES................................................................................................................... 10
A. Pre-Pharmacy Organizations................................................................................................... 10
B. Outreach Programs-Career Fairs............................................................................................. 11
C. Outreach Programs—Mentoring and Shadowing ................................................................... 12
D. Educating the Public on the Pharmacist’s Role in Health Care .............................................. 13
E. Professionalism Prerequisite................................................................................................... 14
ADMISSIONS ............................................................................................................................. 15
I. INTRODUCTION ............................................................................................................................... 15
II. POSSIBLE ACTIVITIES................................................................................................................... 16
A. Application Process................................................................................................................. 16
B. Interview Process .................................................................................................................... 17
C. Staff Participation in the Admissions Process ........................................................................ 18
NEW STUDENTS....................................................................................................................... 19
I. INTRODUCTION ............................................................................................................................... 19
II. POSSIBLE ACTIVITIES................................................................................................................... 21
A. Student Orientation ................................................................................................................. 21
B. Professionalism Orientation Booklet ...................................................................................... 23
C. Peer Mentoring Programs ....................................................................................................... 24
D. Introduction to Student Pharmacy Organizations ................................................................... 26
E. White Coat Ceremonies .......................................................................................................... 28
F. Public Affirmation of Professionalism.................................................................................... 30
G. Service Projects in Community............................................................................................... 32
H. Charity Fundraisers ................................................................................................................. 34
I. Outside Speakers to Reinforce Messages ............................................................................... 35
J. Introductory Pharmacy Courses ............................................................................................. 37
K. Student Portfolio Process ........................................................................................................ 39
L. Integration into Residence Life Programs (if relevant)........................................................... 40
M. Issues for 0 – 6 Programs (if relevant) .................................................................................... 41
N. Issues for Distance Learning Programs (if relevant)............................................................... 42
O. Issues for Religious-Affiliated Programs (if relevant) ............................................................ 43
PROFESSIONAL YEARS 01, 02, 03 (DIDACTIC) ................................................................ 44
I. INTRODUCTION ............................................................................................................................... 44
II. POSSIBLE ACTIVITIES................................................................................................................... 45
A. Honor System.......................................................................................................................... 45
B. Dress Code .............................................................................................................................. 46
C. Course Content and Structure ................................................................................................. 47
D. Classroom Demeanor.............................................................................................................. 49
E. Student Membership on School and College Committees...................................................... 50
F. Professional Demeanor: Faculty, Teaching Assistants, Preceptors, Staff & Administrators.. 51
G. Ethics Course Offering............................................................................................................ 52
H. Leadership and Political Advocacy Course Offering.............................................................. 53
I. Recognition and Awards......................................................................................................... 54
J. Cultivating Student and Faculty Relationships....................................................................... 55

2
 K. Professional Pharmacy Organizations..................................................................................... 56
L. Student Leadership Council .................................................................................................... 57
M. Community Service Requirements (Service Learning) .......................................................... 58
N. Pinning / Professional Commitment Ceremony (End of P3) .................................................. 59
O. Faculty Retreat ........................................................................................................................ 60
P. Student Professionalism Assessment ...................................................................................... 61
EXPERIENTIAL EDUCATION............................................................................................... 62
I. INTRODUCTION ............................................................................................................................... 62
II. POSSIBLE ACTIVITIES................................................................................................................... 65
A. Student Orientation ................................................................................................................. 65
B. Faculty / Preceptor Orientation and Training Programs ......................................................... 67
C. Professional Portfolios ............................................................................................................ 70
D. Mentor Programs .................................................................................................................... 71
E. Service Learning..................................................................................................................... 72
F. Community and Hospital Practicums (Introductory Experiences) ......................................... 73
G. Classroom Workshops and/or Reflections.............................................................................. 74
I. Advanced Practicums ............................................................................................................. 77
EXTRACURRICULAR ACTIVITIES..................................................................................... 78
I. INTRODUCTION ............................................................................................................................... 78
II. POSSIBLE ACTIVITIES................................................................................................................... 80
A. Professionalism Scholarships and Awards.............................................................................. 80
B. Professionalism Committees................................................................................................... 81
C. Patient-care Projects................................................................................................................ 83
D. Poster Presentations ................................................................................................................ 84
E. Patient Counseling Activities/Competitions ........................................................................... 85
F. Developing a Portfolio ............................................................................................................ 86
G. Honor Codes ........................................................................................................................... 87
H. Broadening the Scope of Practice ........................................................................................... 88
I. Leadership Conferences.......................................................................................................... 89
J. Mentor Programs .................................................................................................................... 90
K. Interprofessional Activities ..................................................................................................... 91
L. Etiquette Dinner ...................................................................................................................... 92
M. Monthly Column on Professionalism ..................................................................................... 93
APPENDIXES ............................................................................................................................. 94
Appendix A - Experiential Rotation Timeline (P1 - P3)......................................................................... 94
Appendix B - Experiential Rotation Timeline: P4.................................................................................. 95
Appendix C – Professionalism Competency in the Curriculum ............................................................. 96

3
Preamble
Pharmaceutical care has been described as the “direct, responsible provision of medication-related care
for the purpose of achieving definite outcomes that improve a patient’s quality of life.” Pharmaceutical
care responsibilities include obtaining and reviewing the patient’s medication history, screening for
potential adverse side effects or allergies, providing recommendations for appropriate therapy, educating
patients on the proper use of their medications, monitoring the patient’s ability to take the medication
correctly, monitoring the patient’s drug therapy over time, and collaborating with other health
professionals and the patient to ensure that optimal health outcomes are achieved. Pharmaceutical care
also involves the provision of services (e.g., administering immunizations) that improve access to health
care and promote public health. At the core of patient-pharmacist relationships is a pledge to the patient
(or covenant) that the pharmacist will exercise competent judgment and place the patient’s safety and
welfare above all other considerations. It is a privilege to practice as a pharmacist and, as such, requires
not only competence in the specialized knowledge and skills unique to our profession, but a continuing
commitment to excellence, a respect and compassion for others, and adherence to high standards of
ethical conduct. 1

In order to enhance pharmaceutical care, students, faculty and practitioners must enhance professionalism
with pharmacy education and practice. To define professionalism, the committee looked to the material
developed by the APhA-ASP/AACP Task Force on Professionalism. The following summarizes its
important findings.

TEN TRAITS THAT DISTINGUISH A PROFESSIONAL

As defined in the 1999 APhA-ASP/AACP White Paper on Student Professionalism2, pharmacists and
pharmacy students act professionally when they display the following behaviors as categorized into 10
broad traits 3 :

1. Knowledge and skills of a profession

2. Commitment to self-improvement of skills and knowledge
3. Service orientation
4. Pride in the profession
5. Covenantal relationship with client
6. Creativity and innovation
7. Conscience and trustworthiness
8. Accountability for his/her work
9. Ethically sound decision-making
10. Leadership

1
ASHP Statement on Pharmaceutical Care
2
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student professionalism. J.
Am. Pharm. Assoc. 2000; 40:96-102.
3
Ten Marks of a Professional Working Smart. New York, NY: National Institute of Business Management, March
11, 1991; 17(5)

4
Professional Knowledge, Skills and Behaviors
! Performs responsibilities in a manner consistent with the school’s or college’s educational
outcomes statement, the CAPE outcomes, NABP and ACPE competencies, professional
associations’ competency statements and other professionalism documents
! Interacts effectively with faculty, staff, other students, patients and their families, pharmacy
colleagues and other health professionals

Commitment to Self-Improvement and Life-Long Learning

! Reflects critically on his or her actions and seeks to improve proficiency in all facets of his/her
responsibilities
! Accepts and responds to constructive feedback
! Provides constructive feedback to others
! Recognizes limitations and seeks help when necessary
! Takes responsibility for learning; an active and self-directed learner
! Does not participate in activities that compromise learning (disruptive behavior, cheating)
! Maintains personal health and well-being

Service Orientation/Altruism
! Demonstrates concern for the welfare of others; uses skills and knowledge to improve their
quality of life
! Recognizes and avoids conflicts of interest
! Provides service to the community and society-at-large
! Offers to help others when they are busy or in need of assistance
! Shares opportunities for recognition with others
! Does not seek to profit unfairly from others
! Puts patient needs above their own, e.g., staying as long as necessary to ensure appropriate care

Continuing Commitment to Excellence and Pride in the Profession

! Demonstrates dedication to his/her patients and the profession supported by a strong work ethic
! Upholds the competent delivery of health care services; addresses lack of knowledge or skill in
self and others
! Conscientious; well-prepared for class and clinical rotations
! Displays a consistent effort to exceed minimum requirements; demonstrates quality work

Covenantal Relationship with the Patient and Respect for Others

! Empathetic and responsive to the needs of the patient, the patient’s family and other members of
the health care team
! Respects a patient’s autonomy, privacy, and dignity
! Involves the patient as a partner in his/her health care decisions; honors the patient’s values and
belief systems
! Respects and appreciates the diversity of his/her patients
! Listens and communicates effectively
! Maintains appropriate boundaries
! Advocates for others
! Non-judgmental; displays compassion and empathy
! Skillful in establishing a rapport with patients and other health care team members
! Contributes to team building
! Maintains composure and adapts well to changing or stressful situations
! Resolves conflicts fairly

5
Creativity and Innovation
! Contributes to quality improvement in all professional endeavors
! Applies creative and innovative approaches to challenges
! Contributes to the development of new knowledge and practices that advance pharmaceutical care

Conscience and Trustworthiness

! Demonstrates a high degree of integrity, truthfulness, and fairness
! Uses time and resources appropriately
! Truthful about facts or events
! Does not hide errors

Accountability
! Demonstrates initiative, reliability and follow-through in fulfilling commitments
! Promptly completes responsibilities in a timely manner (notifies appropriate individual of
unexpected emergencies)
! Responsible for, and accountable to others (e.g., patients their families, to society and the
profession)
! Accepts responsibility for one’s errors and explores ways to prevent errors from occurring in the
future
! Confronts individuals who demonstrate unprofessional behavior
! Does not participate in activities that impair judgment or compromise patient care responsibilities
! Accountable for his/her academic and professional performance

Ethically Sound Decision-Making

! Demonstrates an awareness of professional norms, laws, and behavior; knowledgeable of theories
and principles underlying ethical conduct
! Adheres to high ethical and moral standards
! Able to cope with a high degree of complexity and uncertainty
! Controls emotions appropriately even under stressful conditions; maintains personal boundaries
! Prioritizes responsibilities properly

Leadership
! Contributes to the profession; actively involved in professional organizations or other venues
! Proactive in solving social and professional challenges
! Helps promote a culture of professionalism
! Embraces and advocates for change that improves patient care
! Encourages current and future pharmacists in their professional development

6
DESCRIPTION OF THE PROFESSIONALISM TOOLKIT
The primary goal of the APhA-ASP/AACP Committee on Student Professionalism is to promote the
professionalization of pharmacy students and faculty. To achieve this goal, the committee developed a
resource of specific activities and strategies that students and administrators can utilize to effectively
promote and assess professionalism on their own campuses.

This document provides professionalism activities in six broad areas:

! Recruitment
! Admissions
! New Students
! Professional Years: P1, P2, P3 (Didactic)
! Experiential Education
! Extra-curricular Activities

For each area, the committee has attempted to identify the “successful practices” used in the nation’s
colleges and schools of pharmacy. Each section reviews what has worked well in the past and provides
insights into possible problems that may occur when trying to implement these activities. Examples of
pharmacy institutions that have experience with the program or policy are provided as reference points.
The committee recognizes that other AACP member institutions may also implement similar tools,
events, or programs, but committee members were not aware of these activities and apologize for any
glaring oversights. The toolkit also references activities described in the abstracts submitted for the 2004
AACP School Poster Session. Although an abstract may include information about numerous
professionalism activities within the institution, the toolkit may only highlight one of these activities. The
activities and references in each area are not listed in any particular order.

In developing this toolkit, the committee considered four key stages to addressing professionalism within
colleges and schools of pharmacy:

1. Define attributes related to professionalism

2. Identify relevant behaviors that correspond to those attributes
3. Create a culture of professionalism in pharmacy schools and practice settings
4. Develop valid and reliable means of assessment and feedback.

AACP and APhA-ASP committee members would like to see the Pharmacy Professionalism Toolkit
serve as a living document and continue to evolve over time. Please contact Libby Ross, AACP Director
of PharmCAS and Student Affairs, at Lross@aacp.org, if you would like to make a contribution to an
existing activity in the list or suggest new ways to promote professionalism in pharmacy education.

“Knowledge is derived from the scientific method; wisdom is gained from human interactions.”
AAMC Council of Academic Societies

7
 STUDENT RECRUITMENT
Best Practice Guidelines

Gail D. Caballes, University of Washington

Nanci L. Murphy, University of Washington

I. INTRODUCTION

Background
Pharmaceutical care as described by Hepler and Strand, promotes a “covenantal and caring relationship
with patients.” To establish and foster successful patient relationships, a pharmacist must not only
exercise sound professional judgment, but also demonstrate personal attributes such as integrity,
accountability, and compassion. Prospective pharmacy students should become familiar with the unique
roles and responsibilities of a pharmacist as early as possible. It is important to recruit students who
embrace the pharmaceutical care philosophy and are willing to uphold the profession’s high standards of
moral and ethical conduct. Students must also realize that professional development is an ongoing process
and willingly engage in activities that will enhance their practice skills throughout their career.
Practitioners, faculty members, current students and mentors may influence an applicant’s initial
perception of the profession. It is therefore important that all contribute to enhancing (rather than
undermining) an applicant’s understanding of professionalism and the core values fundamental to our
profession.

Recruitment activities offer a wide variety of opportunities to introduce professionalism. Many schools
have hired individuals whose primary responsibility is to plan and oversee recruitment initiatives.
Application materials, including information on school websites, should contain information on
pharmacy’s evolving role in health care and the professional attributes that support patient-centered care.
The Oath of the Pharmacist, the Pledge to Professionalism, the Pharmacist’s Code of Ethics, and the
school’s internal documents on professional behavior, are examples of references that ought to be made
available to prospective students. High school counselors and pre-pharmacy advisers should be
knowledgeable on the academic and personal qualities that enhance future success. Presentations at career
fairs, pre-pharmacy club meetings and other similar forums could include discussions on pharmaceutical
care and the pharmacist’s integral role on the health care team.

Planning Elements
Each school must identify the best individuals to work on these initiatives. Since professionalism issues
can arise in many ways and in different situations, appropriate steps must be taken to ensure the overall
message is consistent with the college or school’s program expectations. Although the main introduction
to professionalism is typically given prior to the start of the first professional year, it is important to
discuss professionalism earlier to increase awareness of this issue.

Students, faculty, staff, and practitioners are often invited to speak at area high schools, community
colleges, and universities. Practitioners and pharmacy students delivering presentations at their former
high schools and pre-pharmacy institutions, have been particularly well-received. Creating written
materials, such as PowerPoint presentations, brochures and poster boards should involve collaboration
with faculty, staff, students and practitioners. Presenters should be familiar with opportunities in the
different areas of pharmacy (community pharmacy, hospital pharmacy, academia, etc.) to ensure student
interest areas area addressed. Discussion of the Code of Ethics, the Oath of the Pharmacist, and the Pledge
to Professionalism, as well as a discussion of ethical issues, will help reinforce the high value the school
places on professionalism.

8
A PowerPoint template could be created for presentations or discussions with prospective students. This
would ensure that an accurate and consistent message is delivered regardless of the presenter.
Documenting what went well and what needs improvement will help subsequent presenters improve this
activity in the future.

Timelines
Recruitment opportunities present themselves throughout the year. Students may request applications or
visit the advising office at any time during the year. Scheduling visits with other schools and groups is
not always feasible unless dates are set well in advance. For this reason, individual programs should
create timelines that best fits their schedules. However, since the topic of professionalism is quite broad,
adequate preparation is necessary. Pharmacy programs should enlist current students to participate in
recruitment activities before they leave campus at the end of the school year. This will allow sufficient
time to plan in the summer months when students may have more free time.

Promotion
In order for recruitment materials to be available by the start of the school year, promotion for committee
chairs and members should occur towards the end of the preceding school year. Faculty participation
should also be sought before the summer session begins.

Evaluation
Documentation of applicant responses regarding their understanding of professionalism will help in the
evaluation of these initiatives.

9
II. POSSIBLE ACTIVITIES

A. Pre-Pharmacy Organizations

Description of activity
Pre-pharmacy organizations are typically composed of students interested in applying to pharmacy
school. These organizations provide an excellent forum to explore career opportunities, learn about the
school or college’s program of studies, and prepare for the admission process. Students can inquire about
classes, internship opportunities, and receive advice on admissions. They may also participate in journal
clubs or extracurricular activities planned by current pharmacy students.

Rationale
Before applying to a program, students often seek the advice of a college counselor or program advisor to
answer technical questions on the admissions process and Pharm.D. degree requirements. Current student
pharmacists, however, can provide other kinds of information. This would be a great opportunity to
discuss the topic of professionalism, as well as involve pre-pharmacy students in activities that foster
leadership, altruism and pride in the profession.

Areas of professionalism addressed

Activities promoting the importance of professionalism will raise awareness of this topic and create a
baseline of expectations students may refer back to as they progress through the application process.

Special issues involving planning / promotion / implementation

Pharmacy students who lead these discussions must be well-versed in professionalism issues and able to
apply these tenets to different work environments and situations. Faculty advisors should also either be
present and/or consulted before information is presented to pre-pharmacy students.

Examples of programs and resources

! Duquesne University
! Western University of Health Sciences
! University of Kentucky

10
B. Outreach Programs-Career Fairs

Description of activity
Career fairs provide a forum for high school and college students to explore different career options. This
is an opportune time to discuss the evolving role of pharmacists and key attributes essential to the
provision of pharmaceutical care.

Rationale
Although it is not uncommon for students to have identified a career goal while still in high school, many
may be still trying to decide among the various choices in the health professions. Career fairs allow
prospective students to explore current opportunities in the pharmacy profession.

Areas of professionalism addressed

This type of program helps increase awareness of the pharmacist’s role in health care and acquaints a
prospective student on the profession’s expectations regarding professional behavior.

Special issues involving planning / promotion / implementation

The issue of finding representatives to attend high school career fairs may be problematic since they are
often scheduled on a weekday. If the fair spans the course of a day, finding students, faculty and
practitioners to remain at a booth for this length of time presents a significant challenge.

Examples of programs and resources

! Rutgers University
! South Dakota State University
! University of Florida
! University of Tennessee
! “Keep your Options Open,” Iowa Pharmacists Association (Provides resources for those involved in
recruitment activities): www.iarx.org/Resources?putlications/Options.aspx

11
C. Outreach Programs—Mentoring and Shadowing

Description of activity
Mentoring allows the prospective student to learn about the pharmacy program and the profession from a
current student or a practitioner. Introducing middle and high school students to the pharmacy profession
via job shadowing programs allows them to see first-hand the skills, attitudes and education necessary for
a successful career as a pharmacist. Strong role models and mentors can help students overcome
challenges to professionalism they may face in the future.

Rationale
Prospective students can experience for themselves the day-to day activities of the pharmacist and the
challenges/opportunities this career presents. The mentor can share work experiences that require
professional behavior and also discuss scenarios where unprofessional behavior was observed.

Areas of professionalism addressed

The mentor can explain expectations of professional behavior as it applies to different settings and
situations.

Special issues involving planning / promotion / implementation

Finding students and practitioners willing to donate time to take a prospective student “under their wing”
presents the biggest challenge. If the plan is to create a structured mentor program, recruiting mentors
needs to begin well in advance of the projected start date.

Examples of programs and resources

At Purdue University, for example, “freshmen are matched with an upper class pharmacy student who
provides support, encouragement, and guidance. All freshmen are eligible to participate. First, second,
and third professional year pharmacy students serve as mentors.”

! Ohio State University - Early Admissions Pathway (EAP) Mentoring Program

! Auburn University
! University of Florida
! University of Pittsburgh
! Western University of Health Sciences
! University of Washington
! St. John’s University
! University of Wisconsin-Madison
! NACDS Pharmacies of Promise. www.pharmaciesofpromise.org

2004 AACP School Poster:

“Professionalism Is More Than a White Coat: Beyond Rules and Rituals.” Cynthia J. Boyle, Jill
A. Morgan, Robert S. Beardsley, University of Maryland.

12
D. Educating the Public on the Pharmacist’s Role in Health Care

Description of activity
There are a number of different ways pharmacy students and faculty can promote the role of pharmacists
in health care, including use of the media, health fairs, career days, presentations, printed materials,
videos, web sites, organized events, etc. Schools are encouraged to promote these public education
activities to prospective pharmacy students.

Rationale
The public’s perception of the pharmacist needs to reflect current roles in patient care. Efforts should be
made to emphasize the pharmacist’s role in improving health outcomes as well as the professional tenets
central to pharmaceutical care.

Schools should include language on professionalism in recruitment brochures, web pages and application
materials. It is important that applicants are aware of the school’s expectations, in both academic
performance and professional behaviors.

Areas of professionalism addressed

Pride in the profession, service orientation, raising the general public’s awareness on the requisite
knowledge, skills and abilities required of a practicing pharmacist.

Examples of programs and resources

! Auburn University:
http://pharmacy.auburn.edu/prospective_student professional_degree/expected-attributes.htm
! University of Washington’s Admission, Graduation and Academic Standards Document
http://depts.washington.edu/pha/students/applciation/2004packet.pdf pg. 10-11
! AACP website
http://www.aacp.org
! St. John’s University- “Good Morning America”
! Long Island University “Today Show” http://www.brooklyn.liunet.edu/wn/2003/55.html
! University of Washington - “Northwest Afternoon”
! National Pharmacy Week activities – http://www.aphanet.org
! Canadian Pharmacists Association: Pharmacy Week site -
http://www.pharmacists.ca/content/hcp/resource_centre/pharmacist_awareness/resource_manual.cfm

13
E. Professionalism Prerequisite

Description of activity
Schools and colleges identify selected courses, i.e., biology, chemistry, calculus, etc. as prerequisites for
admission to their programs. Students could also be asked to submit information on their professionalism
traits as a required component of their application.

Professional attributes could include:

! Demonstrates a spirit of inquiry and curiosity (desire to learn beyond course expectations)
! Demonstrates creativity (projects, extracurricular or work activities)
! Demonstrates a capacity to achieve with an awareness of strengths and weaknesses
! Demonstrates compassion and empathy
! Works well on a team
! Builds a good rapport with others
! Strong problem-solving ability
! Accountable and responsible
! Good oral and written communication skills
! Demonstrates an ability to cope with life’s situations
! Decisive and resourceful
! Displays strong ethics
! Maintains composure in stressful or unfamiliar situations

A portfolio could include a letter of recommendation from a supervisor, co-worker, faculty member, or
patient, and a description of projects or volunteer experiences where these traits were demonstrated.

Rationale
It is hoped that students who demonstrate professional attributes prior to entering a pharmacy degree
program will continue to value these behaviors as practitioners.

Areas of professionalism
Service orientation, creativity and innovation, trustworthiness, accountability for his/her work, leadership,
compassion, etc.

Special issues involving promotion/planning and implementation

! Faculty approval
! Identifying what activities will count toward the prerequisite
! Evaluation of whether this prerequisite impacts success as a pharmacy student

Examples of programs and resources

! See also topics under Admissions
! University of Washington

2004 AACP School Poster:

“Achieving Professionalism in the Pharmacy Program at the University of Montana.” Lori J.
Morin, Jean T. Carter, Gayle A. Cochran, University of Montana.

14
 ADMISSIONS
Best Practice Guidelines

James Hobbs, University of Kentucky

Thomas Reinders, Virginia Commonwealth University
John Vinson, University of Arkansas for Medical Sciences

I. INTRODUCTION
Background
The admissions process is tantamount to licensure as a pharmacist since the majority of students entering
colleges and schools of pharmacy complete their degree. Thus, professionalism is an important element of
the admissions process. In addition to academic preparedness, admission committees should evaluate an
applicant’s potential to demonstrate and embrace the professional behaviors and attitudes necessary to
provide quality patient care.

Planning Elements
Written documentation about the admissions process for pharmacy degree programs must be available to
prospective applicants. The same information should be available to all prospective applicants regardless
of the communication channel (e.g., written, verbal, electronic). An admissions committee should be
formed to objectively assess an applicant’s credentials provided in a standardized format (e.g.,
PharmCAS, supplemental application forms).

Timelines
All information about the admissions process should be reviewed by administrators and faculty prior to
the start of each admissions cycle, generally in the late summer or early fall. Updates or revisions should
be provided as needed.

Promotion
Prospective applicants to colleges and schools of pharmacy are likely to receive general information about
the profession and specific information about the admissions process from a variety of sources. Usual
sources include websites (e.g., AACP, PharmCAS, or specific schools or colleges), academic advisors at
colleges or universities and alumni.

Evaluation
The adequacy of the admissions process can be measured against standardized measures of achievement
as students progress through the academic program and upon graduation. Standardized measures include
grade point averages, grades within specific disciplines, participation in student organizations, and
performance in advanced pharmacy practice experiences, post-graduate study, and the type of
employment upon graduation.

15
II. POSSIBLE ACTIVITIES

A. Application Process

Description of activity
The application process is initiated by the completion of a formal application which can be centralized
(e.g., PharmCAS) or decentralized with the submission of an application directly to the college or school.
Many pharmacy institutions that utilize PharmCAS also require a supplemental application to capture
school-specific information not captured on the standardized form.

Rationale
The formal application process serves as an appropriate and consistent means of obtaining information
from prospective applicants.

Areas of professionalism addressed

Accountability and respect are the major components of professionalism addressed with the application
process.

Special issues involving planning/promotion/implementation

Traditional assessment measures (e.g., grades, PCAT scores) are identified to determine an applicant’s
suitability to pursue pharmacy as a career option. Since health professionals are called upon to provide a
variety of health-related and civic services in their community, the application process should provide
applicants with an opportunity to identify their participation in extracurricular activities. Additionally,
these may be enhanced through the submission of reference letters from individuals who have known the
applicant over a period of time and generally have observed the application of their knowledge, skills and
attitudes. Admission offices may require letters from faculty, employers, advisors, and health
professionals.

Examples of programs and resources

See also “Professionalism Prerequisite” under “Student Recruitment” header.

2004 AACP School Poster:

“Professionalization as a Continuum: From Prepharmacy Student to Alumni.” Kenneth M. Hale,
Robert W. Brueggemeier, Gerald L. Cable, Sylvan G. Frank, Milap C. Nahata, The Ohio State
University.

16
B. Interview Process

Description of activity
An admissions interview is an organized event that facilitates a dialog between representatives from the
School (e.g., faculty, students, alumni) with prospective applicants. These sessions can be arranged as
part of the admissions process.

Rationale
Applicants should understand the need for evaluation by representatives from the school concerning their
knowledge, skills and attitudes. Likewise, applicants should be able to interview school or college
representatives about the suitability of their program for their particular needs.

Areas of professionalism addressed

Accountability, integrity, service, leadership, respect, and a personal commitment to life-long learning are
the major components of professionalism addressed with the interview process.

Special issues involving planning/promotion/implementation

The interview process should be organized with a specific itinerary for each prospective applicant. Some
colleges and schools begin with a presentation by the Dean or their representative that offers an overview
of the program and incorporates the expectations of professionalism from students enrolled in the
pharmacy degree program. The overview is generally followed by an assessment of the applicant through
formal interviews, the preparation of an extemporaneous on-site essay, and the possible completion of one
or more standardized assessment tools. The session may conclude with a tour of the college or school and
the campus.

Representatives serving as interviewers should participate in a formal orientation session to achieve a

measure of uniformity among interviewers. Colleges and schools must consider the investment of time
and resources that are required to conduct a formal training program for those participating as
interviewers (e.g., faculty, alumni and students). Likewise, the institution should consider the investment
of time and resources necessary to conduct interview sessions for prospective applicants. Strategies for
the recruitment, reward and recognition of participating faculty, students and alumni must be considered.

The admissions committee may develop a set of standardized interview questions to achieve a fair and
consistent assessment of all applicants. The interview process should incorporate behavioral interviewing
techniques that assess competencies determined to be key in pharmacy student success. Since pharmacists
must be able to solve a variety of problems in their daily practice of the profession, special attention
should be given to developing scenarios that involve common problem solving skills.

Examples of programs and resources

2004 AACP School Poster:
“A Strategic Approach to Student Professional Development at the University of Missouri-
Kansas City School of Pharmacy.” Maureen Knell, Mary L. Euler, Patricia A. Marken, University
of Missouri- Kansas City.

Reference
Latif DA. Using the Structured Interview for a More Reliable Assessment of Pharmacy Student
Applicants. Am J Pharm Educ. 2004; 68(1):21.

17
C. Staff Participation in the Admissions Process

Description of activity
Staff members, usually residing in the Office of the Dean, are the most likely individuals to serve as
primary contacts throughout the admissions process. Their professionalism is critical in attracting quality
applicants to the school or college. Colleges and schools should include staff members in training
sessions related to promoting professionalism on campus.

Rationale
Staff members serve as ambassadors for the profession since they are the most frequent contact for
applicants to schools or colleges. They must be knowledgeable about the admissions process and be
familiar with sources of referral within their specific school or college.

Areas of professionalism addressed

Respect and accountability serve as major components of professionalism addressed by the interactions
between staff members and prospective applicants.

Special issues involving planning/promotion/implementation

Schools and colleges must consider the investment of time and resources to fully develop the talent and
expertise of their staff members. Staff should be encouraged or required to participate in training
programs designed to enhance effective interactions with prospective applicants.

18
 New Students
Best Practice Guidelines

Robert Beardsley, University of Maryland

Brea Olson, University of Tennessee

I. INTRODUCTION
Experience has shown that it is important to discuss professionalism with new pharmacy students.
Pharmacy students enter Doctor of Pharmacy degree programs from a variety of backgrounds and
experiences. Some have been instructed about appropriate professional behavior while many have not.
Thus, colleges and schools need to develop strategies to prepare new students for future development and
expected behaviors. These strategies should define specific aspects of professionalism and expectations
for professional behavior. Among other things, colleges and schools must describe the unique
characteristics of professionalism within the new students’ culture. Characteristics may vary from school
to school, so each institution must first decide what is important to share with new students and then
determine the best approach to communicate this critical information. Arriving students may have
preconceived ideas about what professionalism is and what is expected of professional students based on
their past experiences. They may find that some former behaviors are not appropriate in a professional
program. Colleges and schools must clearly articulate these important initial messages. Institutions
should use faculty, administrators, and current students to reinforce these messages since new students
observe as well as listen to current members of the academy. Schools should establish strategies unique
to their environment to address these important concepts early in the student’s educational experience.
When developing these strategies to address new students, schools should consider the following
elements.

Planning Elements
Identify the best group of individuals to work on these initiatives within the institution. Some institutions
use student leaders to speak to new students, while others use a combination of students, faculty, staff,
and alumni. Colleges and schools may appoint a professional development committee to review all
aspects of the institution’s environment and curriculum to assure that professionalism concepts are
inculcated into every aspect of the pharmacy school culture. If a formal orientation is planned, the
orientation planning committee (if relevant) must be involved. Unfortunately, some schools just use the
lecture approach where the Dean addresses the new students and “tells like it is” without any other
discussion. Experience has shown that the most effective planning requires both current students and
faculty to work together. It is important to build on past experiences; or the experiences of other schools.
Evaluate strategies and document past experiences for future planning.

Timelines
Experience has shown that efficient planning relies on effective timing. If a fall orientation session is
scheduled, then the planning group needs to start in late May before the start of the summer break. In
addition, planning must continue during the summer. The planning group must build on previous
experiences and adjust timelines accordingly.

Promotion
Typically, new students are overwhelmed with new information and activities during their first months on
campus. They must obtain new lodging arrangements, acquaint themselves with new academic courses,
and adjust their personal lives. The planning group must “promote” professional activities appropriately
to capture the attention of new students during this hectic time. Faculty, current students, and

19
administrators are also busy. The planning group must work diligently to achieve cooperation from
faculty, administrators, and current students. The planning group needs to start initial promotion at least 3
months in advance of each activity with intense promotion 6-weeks out and final promotion 1 week prior
to the event.

Evaluation
Colleges and schools should assess the effectiveness the professionalism programs and logistical planning
process of each activity for new students. It is critical to future development that planning groups
evaluate the programs from the perspective of new students, current students and faculty participants and
to share the results with future program planners.

20
II. POSSIBLE ACTIVITIES
Colleges and schools use the following activities to enhance professional development of new students.
In order to assist individuals who would like to develop similar strategies, this section briefly describes
each activity, its rationale, the areas of professionalism addressed, planning, promotion, implementation,
resources, and references. A checklist of suggested planning steps is included for each activity.

A. Student Orientation

Description of activity
Student orientation sessions offer a golden opportunity to introduce professionalism. Student orientations
serve to teach new students about all aspects of student life as they segue into a professional curriculum.
These sessions may be held over several days or an entire week. Faculty, staff, and current students often
participate in this process and sometimes even serve as group leaders or mentors. Activities may include
a mix of small group sessions and “lecture style” sessions. Small group sessions are especially important
for conducting discussions about what professionalism entails. During orientation new students may
learn more about professional student organizations, and they may even write a Pledge of Professionalism
that is unique to their incoming class. As described below, White Coat ceremonies are often held at the
conclusion of the orientation and serve as the official beginning of the professional pharmacy experience.

Rationale
Student orientation is the first exposure that new students have to pharmacy school. Most students are
excited to begin a professional degree program, and they are eager to learn all that pharmacy school
entails. Professionalism can be introduced to the new students in several different ways and can be
modeled by both faculty and current students. By exposing incoming students to the importance of
professionalism from the first day of school, this concept will become a part of their everyday life as
pharmacy students.

Areas of professionalism addressed

The main focus for professionalism will be placed on expected professional behaviors and attitudes in the
classroom and during school-sponsored events. Most colleges of pharmacy have an Honor Code and/or a
dress code that will be introduced to students during this time. The roles of professional organizations
within the school to promote professionalism can also be explained. School’s formal and informal
policies related to appropriate behaviors are typically addressed.

Special issues involving planning / promotion / implementation

In order to involve faculty and current students in the orientation process, they must first be taught what is
expected of them as leaders. Planning must begin during the spring, especially for students selected as
orientation leaders. These leaders should meet together several times before the actual student orientation
to discuss the schedule, format, and expectations.

Examples of programs and resources

! University of Washington
! University of Maryland
! University of California – San Francisco

21
2004 AACP School Posters:

“Enhancing Professionalism by Engaging Pharmacy Students Early in their Education

Experience.” Gary W. Bumgarner, Alan R. Spies, C. Scott Asbill, Valerie T. Prince, Samford
University.

“Creating a Culture of Professionalism: The First Step in a Life Long Journey.” Cynthia B.
Watchmaker, Donald T. Kishi, Michael E. Winter, University of California, San Francisco.

“Howard University Professionalism Workshop and White Coat Ceremony.” Anthony K. Wutoh,
Joseph R. Ofosu, Olu A. Olusanya, E. Jeannette Andrews, Pedro J. Lecca, Howard University.

“Developing Professionalism Through the Official and Unofficial Curriculum.” Regina G.

Caldwell, Dwaine K. Green, Phyllis E. Nally, Peggy Piascik and William C. Lubawy, University
of Kentucky.

“Intentional Professionalization Strategies Across the Pharmacy Education Experience

(or Baking the Perfect Soufflé).” Pamela U. Joyner, University of North Carolina at Chapel Hill.

“Enhancing the Professionalism of Pharmacy Students at the University of Washington.”

Authors: Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of
Washington.

Reference
Brown ME, Kirschenbaum HL, Bazil MK, et al. Orientation seminar for students entering the
professional phase of the pharmacy curriculum. Am. J. Pharm. Educ. 1998;62: 84S.

Checklist of Planning Steps

___ begin all planning no later than spring or 3 months ahead of time
___ determine dates, length, and format of student orientation
___ target areas of professionalism to be discussed
___ identify special programs to reinforce professional topics (White Coat Ceremony, Oath of a
Pharmacist, Pledge of Professionalism)
___ identify outside speakers who may be involved
___ if applicable contact leaders of student organizations to inform them of how student
organizations will be introduced to new students
___ if applicable, implement mentoring program to begin with student orientation
___ decide who will be involved in leading the orientation process (students, faculty, alumni)
___ assemble materials and packets for leaders and students
___ hold a training session for leaders to go over schedule, materials, and expectations
___ upon completion of orientation, gather feedback from new students and leaders
___ record ideas for improvement for the following year

22
B. Professionalism Orientation Booklet

Description of activity
Prepare a compilation of short stories, articles, and essays that emphasize the importance of
professionalism and distribute the bound materials to all first-year pharmacy students upon matriculation
or during the summer prior to their entry into the program. Discuss the contents of the booklet in small
groups with faculty facilitation during orientation sessions when the students arrive on campus.

In addition on in lieu of a professionalism orientation booklet, some schools have developed a journal
club that develops a list of recommended readings on professionalism and ethics on a monthly or periodic
basis.

Rationale
The professionalism orientation booklet gives students a tangible and accessible resource to learn the
value of professionalism on campus and within a patient care environment.

Areas of professionalism addressed

This activity relates to all areas of professionalism.

Examples of programs and resources

! University of Mississippi – Coordinator for Student Professional Development
! The National Boards of Medical Examiners: The Behaviors of Professionalism

2004 AACP School Poster:

“Enhancing Professionalism by Engaging Pharmacy Students Early in their Education
Experience.” Gary W. Bumgarner, Alan R. Spies, C. Scott Asbill, Valerie T. Prince, Samford
University.

23
C. Peer Mentoring Programs
Description of activity
Mentoring programs pair new students with existing students. Formal, structured programs, such as “Big
Brother, Big Sister” programs, exist in many schools of pharmacy where new students are paired with
current students. Informal mentoring exists as well but is more difficult to identify. Informal mentoring
occurs in hallways, cafeterias, and social gatherings. In addition, pharmacy professional groups, such as
fraternities, typically have mentoring programs to help new members adjust to professional education. In
most formal programs, second year students are paired with first year students. Some schools assign
mentors as soon as students are admitted into the program, while others wait until the start of classes.
Another variation is to have student leaders mentor a group of 3 to 4 students so that students work in a
group early on. These mentoring programs involve different levels of mentor involvement, such as
sharing notes, textbooks, and other course related material; and advising new students about course
selection and study habits. Effective mentors typically share their experiences and survival tips with the
new students.

Rationale
Formal and informal programs are useful in assisting new students in adapting to new environments.
They provide a sense of belonging, support, and hope as students adjust to a rigorous academic
curriculum. A major benefit of these programs is that mentors can reinforce the professional values and
beliefs discussed in other venues.

Areas of professionalism addressed

Mentors can articulate expectations of professional behavior. Mentors typically acquaint new students
with the formal and informal channels of problem solving and networking within the school. They can
also highlight the consequences of inappropriate behavior, many times, more effectively than a faculty
member can.

Special issues involving planning / promotion / implementation

Planning groups must identify current students who want to be mentors, also known as student
ambassadors at some institutions. Some schools require all second year students to participate, which
may cause difficulty in some cases. Mentors must be motivated to participate in this volunteer effort since
it takes time and effort. The planning group must have reliable contact information for both mentors and
new students so that they can communicate with each other. Planners should develop resource materials
for both mentors and new students to use regarding the purpose of the mentoring program, strategies for
mentoring, and expectations of both parties. Colleges and schools may hold luncheons or receptions
during orientation or the first week of classes to bring mentors and new students together. Although
mentoring relationships can continue for several years, experience has shown that in most cases these
relationships weaken over time as new students become more comfortable in their environments. Schools
should take steps to minimize mentors reinforcement of negative attitudes and beliefs, such working
around the system, cheating, or cutting corners. Institutions should periodically assess both mentors and
new students regarding the value and content of mentoring sessions.

Examples of programs and resources

2004 AACP School Poster:
“Professionalization as a Continuum: From Prepharmacy Student to Alumni.” Kenneth M. Hale,
Robert W. Brueggemeier, Gerald L. Cable, Sylvan G. Frank, Milap C. Nahata, The Ohio State
University.

24
References
Abernethy AD. A mentoring program for underrepresented-minority students at the University of
Rochester School of Medicine. Acad Med 1999 74: 356-359

Kalet A, Krackov S, and Rey M. Mentoring for a New Era. Acad Med 2002 77: 1171-a-1172-a.

Wright WR Jr, Dirsa AE, Martin SS. Physician mentoring: A process to maximize the success of new
physicians and enhance synchronization of the group. J Med Prac Mgmt. 2002;18: 133-7.

Yang TS, Fjortoft NF. Developing into a professional: Students' perspectives. Am J Pharm Educ. 1997;
61: 83S.

Checklist of planning steps

___ determine purpose of mentoring program, expectations, and procedures
___ planning should begin the spring prior to fall implementation
___ determine number of entering students
___ collect background information on entering students
___ meet with current students to recruit mentors
___ identify current students who will serve as mentors
___ collect background information on mentors
___ pair-up entering students with mentors based on common backgrounds if possible
___ communicate pairings to both mentors and entering students and also expectations
___ conduct an orientation program for mentors
___ include a segment dealing with mentoring in entering student orientation sessions
___ hold social activities involving both mentors and new students throughout the year if desired
___ monitor the success of the program and intervene when needed

25
D. Introduction to Student Pharmacy Organizations
Description of activity
The introduction of new students to pharmacy professional organizations may vary depending on the
structure of the campus and the pharmacy program. Pharmacy schools may have several pharmacy
organizations on campus, or only a few. One way to introduce these organizations is during the
orientation sessions described earlier. Organizations may set up booths for students to come by and ask
questions; develop presentations (PowerPoint, videos) of their respective organizations; or invite alumni
and practicing pharmacists to meet with new students to reinforce the value of joining professional
organizations. Because so much new information is presented during orientation, it is important to hold
follow-up events during the first weeks of class. Events may include a chapter meeting or a social
gathering, such as a pizza party, so that new students are able to meet the current students and pharmacists
who are involved in the various organizations. Students often join organizations in which they feel they
are able to make a difference, therefore, it is important to offer opportunities for new students to
participate in and contribute to an organization’s activities. Opportunities can range from serving on a
committee to representing the professional class on the executive council of that organization.

Rationale
An important part of any professional school should be hands-on learning in addition to classroom
lectures and reading assignments. According to the White Paper, “Experience has shown that the
attitudes and behaviors that characterize professionalism cannot be learned from a textbook or lecture.”
Involvement in pharmacy student organizations helps students to develop certain qualities, including
leadership, time management, and collaboration with others, that are important in the professional world.
Other skills may be fine tuned through participation in events held by these organizations. For example,
students may become more confident about taking patients’ blood pressures through participation in a
hypertension event sponsored by a student pharmacy organization.

Areas of professionalism addressed

All areas of professionalism may be addressed through participation in student pharmacy organizations.
Students will develop professional skills from these organizations that may be added to the professional
knowledge gained in the classroom. New students will observe the professional behavior of current
students, faculty and practicing pharmacists who are active in these organizations.

Special issues involving planning / promotion / implementation

If student organizations will be presented during orientation, the leaders in each organization must meet
with the person in charge of planning the orientation in order to map out the best approach for the
students at that campus. Planning should start several months before the actual orientation.
Representatives of each student group should meet ahead of time to design a calendar of events so that
activities planned by each organization do not conflict.

Examples of programs and resources

! American Pharmacists Association – Academy of Student Pharmacists (www.aphanet.org)
! American Association of Colleges of Pharmacy (www.aacp.org)
! American Society of Health-Systems Pharmacists (www.ashp.org)
! National Community Pharmacists Association (www.ncpa.com)

Reference
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student
professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available on-line at:
http://www.aphanet.org/students/whitepaper.pdf

26
Checklist of planning steps
___ determine the best approach for presenting student organizations to new students
___ planning should begin 3 months ahead of time
___ student organization leaders should meet together to determine the time frame and format
for introducing their respective organizations
___ each group should assemble materials about their organization to give to new students
___ a calendar of events for all pharmacy student organizations should be made to prevent
conflicting events
___ events should be scheduled in a manner to avoid conflicts with new students’ academic
schedule

27
E. White Coat Ceremonies
Description of activity
In an effort to demonstrate professionalism, many colleges of pharmacy have implemented a White Coat
ceremony for new students. These ceremonies are often held early in the students’ experience, for
example during orientation, the first day of class, or some time during their first semester. Some schools
hold the ceremony in the third year as students move from the didactic to the clinical portion of their
Pharm.D. degree program. Each ceremony should be developed around the unique needs of each school.
The White Coat ceremony may be planned during the day or in the evening. Often the ceremony is held
in conjunction with a social event, such as a lunch, dinner, or reception. It is a time of celebration and
remembrance. A keynote speaker may be invited as well as other prominent members of the community,
such as legislators, campus administrators, or the president of the state pharmacy association. Many
schools also include parents, spouses, current students, and faculty members in the celebration. In
addition to giving each student a new white coat, the ceremony may include a time for students to recite
the Oath of the Pharmacist or the Pledge of Professionalism. Several schools have new student class
write its own oath or pledge to be recited at the ceremony.

Rationale
The “white coat” is a powerful symbol of the awesome responsibility that pharmacists have as health care
providers. The presentation of the white coat to new students represents their passage into the pharmacy
profession with all the opportunities and responsibilities associated with professionalism. The ceremony
also provides an opportunity for the class to come together (to celebrate a significant event together) for
the first time which is quite memorable for many students. Having family members and other important
individuals participate also adds to this event.

Areas of professionalism addressed

The White Coat ceremony emphasizes the professional responsibility that pharmacists have as health care
providers. Through the ceremony, new students will learn to take pride in being a part of the profession
of pharmacy.

Special issues involving planning / promotion / implementation

The important and special meaning of this ceremony can be lost if proper planning and preparations are
not made. Ideally, both faculty members and current students should plan this ceremony. Allowing
family to witness this event helps to demonstrate the important meaning of the ceremony. Selecting the
best time and date is probably the most difficult task based on everyone’s busy schedules. The planning
committee must prioritize which target groups are the most important. For example, if the goal is to have
as many family members as possible involved, then the event needs to be scheduled during the weekend.
If the group wants a large alumni turnout, then later in the evening on a weekday would be the best. This
ceremony should be planned several months in advance, and invitations should be sent to students and
family members with enough advance notice for them to make arrangements to travel to the school.
Invitations to keynote speakers, alumni, and pharmacy state leaders should also be sent well ahead of
time. In order to emphasize this special occasion, the ceremony should be held away from campus or at a
special location on campus.

28
Examples of programs and resources
! University of Florida
! University of Maryland
! Howard University
! University of California – San Francisco

2004 AACP School Posters:

“Successful Professionalization of Pharmacy Students at Mercer University.” James W. Bartling,
Jordana L. Stephens, Mercer University Southern School of Pharmacy.

“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline Zeind,

Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi, Massachusetts College
of Pharmacy and Health Sciences-Boston.

“Enhancing the Professionalism of Pharmacy Students at the University of Washington.”

Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of Washington.

References
Brown DL, Ferrill MJ, Pankaski MC. White Coat Ceremonies in U.S. Schools of Pharmacy. Annals of
Pharmacotherapy 2003;37(10):1414-19.

APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student

professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf

Checklist of planning steps

___ identify a planning committee made up of students and faculty to coordinate the event
___ planning should begin 3 months in advance
___ identify target student group (new students and/or third professional year students)
___ decide on a date, time, and location
___ if applicable, contact possible sponsors for the event
___ determine target groups to attend (family, faculty, alumni, state pharmacy leaders, etc)
___ choose invitations and send 4-6 weeks in advance
___ choose the format for the event (dinner, luncheon, ceremony, etc)
___ reserve venue, caterer, AV equipment, etc
___ coordinate fittings and sales for the coats and choose patch, monogramming, etc
___ choose a keynote speaker, if applicable
___ plan the details for the ceremony and have programs printed for guests
___ have students recite Oath of a Pharmacist, Pledge of Professionalism, or unique pledge
written by the students
___ insure all deposits and final payments are made for venue, caterer, equipment, white
coats, etc
___ write thank you notes to keynote speaker, sponsors, and others who played an important role
in the event
___ gather feedback and ideas to improve the event for the following year
___ maintain and update a notebook with all details of the planning process

29
F. Public Affirmation of Professionalism
Description of activity
In many institutions, students demonstrate public affirmation of professionalism in a variety of ways.
Most common is through the reciting of the Oath of a Pharmacist or the Pledge of Professionalism in
some type of public forum. Some schools incorporate this activity into important ceremonies, such as the
White Coat ceremony, pinning ceremony, or graduation. Several schools have tapped into the creativity
of their students by having them write their own pledge during the orientation sessions. Developing a
pledge that is unique to each new class promotes creativity, ownership, and pride.

Rationale
As health care professionals, pharmacists must hold themselves to very high standards. By reciting or
developing a pledge, new students are able to see early on the importance that our profession places on
ethics and values.

Areas of professionalism addressed

Through public affirmation, students demonstrate pride for the profession of pharmacy and commitment
to the caring of patients. They also have an opportunity to reflect on the various attributes of
professionalism addressed in these pledges.

Special issues involving planning / promotion / implementation

The Oath of a Pharmacist and Pledge of Professionalism can easily be distributed and recited at any
professional ceremony, including the White Coat ceremony. However, more planning and preparation
will be required when new students compose their own pledge. If the pledge will be recited during the
White Coat ceremony, orientation is an ideal time for students to develop a class pledge. Special
consideration should be given to discussing both the Oath and the Pledge in small groups before reciting
so that students fully understand the meaning behind the vows they are saying and the commitments they
are making.

Examples of programs and resources

! University of Washington

2004 AACP School Poster:

“Our Prescription for Professionalism.” Mary Ann F. Kirkpatrick, Bernard J. Dunn School of
Pharmacy of Shenandoah University.

Reference
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student
professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf

Checklist of planning steps

___ evaluate current school programs at which public affirmation of professionalism can be
made
___ consider implementing new programs, such as white coat ceremonies
___ choose the Oath or the Pharmacist or the Pledge of Professionalism, or have students create
their own pledge

30
If students write their own pledge:
___ choose the appropriate time within the curriculum for students to write the pledge
___ if new students will be writing the pledge, consider having them do this during orientation or
during their introduction to pharmacy course
___ break students into small groups to begin the writing process and then bring the groups
together to compose one pledge
___ choose student and faculty leaders to guide them in the writing process
___ plan a ceremony or event at which the students can recite their newly written pledge
___ display the pledge in the school/college of pharmacy

31
G. Service Projects in Community
Description of activity
Service in the community by pharmacy students can be demonstrated in countless ways. Students will
most likely participate in service events through involvement in student pharmacy organizations. The
types of service projects provided by pharmacy schools are endless since the need is so great in our
communities. The most common projects include participation in community health fairs where students
can volunteer their time and skills. Examples of specific events may include hypertension, blood glucose,
and cholesterol screenings. Students may also hold education sessions for the public about relevant
topics, such as asthma, immunizations, smoking cessation, cholesterol, healthy living, depression, or
poison prevention. Students can demonstrate service in other ways such as donating pharmacy books for
students in developing countries or donating diapers and other items for a shelter that cares for babies
born with HIV. Many schools have formalized these efforts into required “Service Learning”
components of the Pharm.D curriculum where students are required to participate in service projects.

Rationale
Professionalism can be demonstrated in the form of service to others. Pharmacists spend their careers
serving and caring for patients. Participation in service projects prepares students to care for patients in
the future. Through this service students develop practical skills that will guide them as practitioners.
New students may feel intimidated about events that require skills performance. To address this issue,
many schools pair new students with upperclassmen, so that they will be able to gain confidence and
improve their own skills.

Areas of professionalism addressed

Service to others touches on many aspects of professionalism. These events allow students to increase
their knowledge and skills while serving and giving to others.

Special issues involving planning / promotion / implementation

Students can initiate the planning of some service events. Other events may already be planned within the
community by other individuals or groups but call on pharmacy students to participate. Both types of
events require early planning and promotion. New students may quickly become overwhelmed as they
try to adjust to their course load and exam schedule. Therefore, advance planning and promotion are key
to participation. In planning service events, it is preferable to first obtain the new students’ exam
schedule to avoid major conflicts. Events may be announced in class, posted on bulletin boards, and sent
via e-mail. New students may feel timid about participating in the events if they do not feel confident
about their skills. To alleviate this problem, mock events can be planned at the beginning of the year by
students and faculty. These mock events would give new students a chance to learn and practice the
proper way to use a sphygmomanometer or a glucometer. Many new students may hesitate to participate
because they are unfamiliar with the new town or city. Caravanning to events may help alleviate that
fear.

Examples of programs and resources

See also next item “Charity Fundraisers”

2004 AACP School Poster:

“Professionalism with Elderly Patients: The CARE Program”. Angela D. Solis, W. Arlyn
Kloesel, Jamie C. Barner, Steve W. Leslie, Patrick J. Davis, Jennifer R. Myhra, Joanne F.
Richards, The University of Texas at Austin.

32
Checklist of planning steps
___ identify which pharmacy student groups are interested in holding community service events
___ choose one area of interest to begin (hypertension, diabetes, asthma, women’s health,
smoking cessation, etc)
___ identify students who are interested and willing to be involved with these events
___ select one or two students to chair this project or committee
___ gather relevant materials (for example, if hypertension were chosen - sphygmomanometers,
stethoscopes, and brochures from the American Heart Association)
___ contact a faculty member who has expertise in that area and who is willing to assist your group
___ hold training sessions for these students to familiarize them with the materials and various procedures
(i.e. the proper way to take a blood pressure and how to counsel a patient)
___ contact local schools, churches, community centers, etc to offer your services
___ plan events that do not conflict with academic schedules
___ start advertising events a month in advance; make announcements in class, send information
over e-mail, and post on school bulletin boards
___ determine the number of students who are needed to help with the event
___ post a sign-up sheet in a central location
___ make sure students arrive early and are dressed professionally, including white coats and
students IDs or name badges
___ thank students who participated in the event
___ maintain a notebook with planning details for this event and contact information
___ a second topic may be addressed once the first is well established
___ several student organizations may consider teaming together to conduct events or small
health fairs

33
H. Charity Fundraisers
Description of activity
In addition to the service projects listed in the previous items, students may also organize fundraising
events to assist their community, institution, or professional student chapter. For example, students may
decide to raise funds to help victims of a natural disaster (e.g., hurricane), a homeless or domestic abuse
shelter, Make-A-Wish foundation, elementary or secondary schools, scholarships, existing charity
organizations, etc.

Possible fundraising activities include:

! Cookbooks
! T-shirts – attempt to reach a bigger audience than pharmacy.
! Golf tournament
! Chili cook-off
! Bake sale
! Crafts bazaar
! Raffle/drawing using donated items
! Silent auction using donated items
! Flower sale
! Breakfast sales - include coffee, juice, bagels, muffins, and/or pancakes
! Car wash or car detailing
! Yard sale
! Annual Spaghetti Feed (e.g., Idaho State)
! Las Vegas Night - Since it may be illegal to gamble real money, charge a cash cover and provide play
money that may be used to gamble. At the end of the night, players use play money to obtain donated
prizes.

Rationale
By raising money for a community, pharmacy students learn the value and reward of giving to others and
the importance of putting others first.

Areas of professionalism addressed

As with the previous item, service to others touches on many aspects of professionalism. Fundraising for
individuals in need provides students with a chance to serve the community and society at large through
philanthropic endeavors and civic activities. Those in charge may also enhance their leadership,
communication, and organizational skills.

Special issues involving planning / promotion / implementation

Check with your institution and state laws to ensure your fundraising events are properly authorized by
the appropriate state and institutional entities. Evaluate the effectiveness of the fundraising activities each
year to ensure you select the ones that are most effective.

Examples of programs and resources

2004 AACP School Poster:
“Preparing Leaders in Pharmacy”. Joseph F Steiner, Paul S. Cady, Andrew Gauss, Idaho State
University College of Pharmacy.

34
I. Outside Speakers to Reinforce Messages
Description of activity
Many schools use opportunities, such as forums, convocations, White Coat ceremonies, to invite outside
speakers to address pharmacy students. Some schools also invite monthly speaker events during the
lunch hour. During these presentations, the outside speakers may have the opportunity to reinforce
messages regarding professionalism. Speakers may include experienced health professionals, faculty, or
patients with chronic or terminal conditions who share their perspective on what services they found
helpful or harmful.

Rationale
The use of outside speakers reinforces messages from faculty members or current students, and adds to
the credibility of those messages. Students typically appreciate an outside voice (some times more than a
school-related speaker) articulating the ideals of professionalism. These visits also provide an
opportunity for outside speakers to learn about issues within the academy and to meet with and to learn
from students.

Areas of professionalism addressed

Professionalism issues in a variety of settings including practice sites or research specialties of the guest
speaker.

Special issues involving planning / promotion / implementation

Consider inviting speakers from within the pharmacy profession, other health profession disciplines, and
other professions. Planners should communicate with presenters prior to their presentations to both
understand what they will be discussing and to brief speakers on relevant issues or concerns of the
anticipated audience. This approach will help the presenters target their presentations to meet specific
needs of the audience.

Examples of programs and resources

2004 AACP School Poster:
“Developing Professionalism Through the Official and Unofficial Curriculum.” Regina G.
Caldwell, Dwaine K. Green, Phyllis E. Nally, Peggy Piascik and William C. Lubawy, University
of Kentucky.

Reference
Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am. J.
Pharm. Educ. 2000; 64:455-464.

Checklist of planning steps

___ determine purpose of outside speakers and areas to be addressed (conduct a needs assessment by
surveying faculty and students)
___ planning should begin 3 months ahead of time
___ select topics, appropriate dates, venues (large group, small seminars), and target audiences
___ collect a list of appropriate speakers to address selected topics
___ talk with people who may know or may have heard the speaker
___ collaborate with other schools about topics/programs which have been successful at their
respective campuses
___ recruit outside speakers
___ communicate with the speaker to clarify specific topic, date, venue, and audience
___ promote the presentation at least 3 months prior to event; heavy promotion in last 6 weeks

35
___ arrange all aspects of presentation (AV needs, food, reception space, etc)
___ evaluate the success of the program and make recommendations for future presentations
___ follow-up with a thank you note to speakers, and seek their feedback as well.

36
J. Introductory Pharmacy Courses
Description of activity
Many schools conduct courses that introduce new pharmacy students to the U.S. health care system in
general and the pharmacy profession specifically. These courses provide an opportunity for
reinforcement of professionalism-oriented material that was presented to students during orientation or
similar experiences. This reinforcement is needed since new students tend to be overloaded with material
during their first weeks in school. Within these courses, faculty members typically discuss specific areas
of pharmacy practice and/or research. Hopefully, they will be able to highlight the professional issues
within these settings during their presentations.

Rationale
Having professionalism reinforced in standard pharmacy courses increases the legitimacy of these
concepts. This is especially true if they are placed in the context of actual practice.

Areas of professionalism addressed

Areas include: expected professional behavior is various practice settings; importance of being
professional around patients and other health care providers; possible conflicts between business aspects
of practice and professionalism; and ethical problem-solving.

Special issues involving planning / promotion / implementation

Students and faculty monitoring professional development within the student body must communicate
with the faculty who teach these introductory courses to not only reveal what students have been exposed
to previously, but to monitor what will be discussed in the course.

Examples of programs and resources

2004 AACP School Poster:
Professionalism with Elderly Patients: The CARE Program. Angela D. Solis, W. Arlyn Kloesel,
Jamie C. Barner, Steve W. Leslie, Patrick J. Davis, Jennifer R. Myhra, Joanne F. Richards, The
University of Texas at Austin.

References
Brandt B, Lubawy WC, Green D, Clements M. The professional development workshop: Orientation to
pharmacy school. Am. J. Pharm. Educ. 1998;62; 127S.

Carter BL, Brunson BJ, Hatfield CL, Valuck RJ. Description of an introductory course designed to
socialize pharmacy students. Am. J. Pharm. Educ. 2000;64: 166-172.

Eckhardt JA. Effects of program design in the professional socialization of RN-BSN students. J. Prof.
Nurs. 2002;18: 157-164.

Klein EJ, Jackson JC, Kratz L, et al. Teaching professionalism to residents. Acad. Med. 2003; 78: 26-34.

Manley HJ, Lindsey CC, Dugan JP, Knell ME. University of Missouri-Kansas City curricular model
integrating instruction and assessment of general and professional abilities. Am. J. Pharm. Educ. 2001;65:
112S.

37
Checklist of planning steps
___ determine purpose of introductory course
___ planning should begin at least one semester prior to course implementation
___ if the school has a peer-mentoring program in place, consider utilizing the mentors at various
points throughout the introductory course
___ conduct a needs assessment by surveying faculty, practitioners, scientists, and students
___ determine exact content of course material
___ develop a course “map” showing relationship of course topics
___ identify faculty and guests to present selected material
___ meet with presenters to clarify specific topics, dates, and type of learning experience (lecture, small
group, etc.)
___ prepare course outline and other course materials
___ monitor the success of the course periodically and make alterations if needed
___ evaluate the various aspects of the course by surveying students and faculty
___ make changes for future course offerings based on past experiences

38
K. Student Portfolio Process
Description of activity
Some schools have required new students to maintain a personal portfolio of matters and situations
involving professional issues, among other things. This approach allows students to reflect on their own
professional development and experiences. Students are typically asked to write about their personal
feelings and thoughts about these issues. Colleges and schools may ask students to turn in their
portfolios; some collect these portfolios anonymously, while others do not collect them using the honor
system to ensure that students complete the assignment.

Rationale
Providing an opportunity for students to reflect on key issues appears to be an effective personal growth
activity based on past experience. This process allows students the time to think about key issues rather
than just plowing through the material.

Areas of professionalism addressed

This activity relates to all areas of professionalism. It provides an opportunity for students to write about
personal growth experiences in a variety of settings, including the classroom, social activities, or work
environments.

Special issues involving planning / promotion / implementation

Faculty must determine the level of confidentiality maintained during these experiences. Faculty may
feel that they do not need to read these portfolios, while others might feel that it is beneficial to learn
about student perceptions about certain issues.

Examples of programs and resources

! Also see Portfolio activities under “New Students” and “Extracurricular Activities”.
2004 AACP School Poster:
“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline
Zeind, Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi,
Massachusetts College of Pharmacy and Health Sciences-Boston.

References
Chesnut RJ. Personal SOAP notes: Use of a health professions tool for pharmacy students. Am. J. Pharm.
Educ. 1999;63: 83S.

Medical Professionalism Project. Medical professionalism in the new millennium: A physician charter.
Ann Intern Med. 2002;136:243-246.

Checklist of planning steps

___ determine purpose of portfolios and faculty expectations
___ planning should begin 3 months ahead of time
___ determine procedures and processes to be used
___ develop outline of key areas to be addressed
___ draft an example for students if desired
___ create material for students informing them of process
___ meet with students to discuss procedures and expectations
___ if desired, have students turn in draft portfolio for review before final draft submission
___ assess final submissions
___ evaluate success of this process by surveying faculty and students and revisions as needed

39
L. Integration into Residence Life Programs (if relevant)

Description of activity
Some pharmacy schools are located on campuses with structured residence life programs. Schools must
be aware of what information related to appropriate behavior is being discussed in residence life
orientation programs and what behavioral issues are being monitored.

Rationale
Many schools feel that pharmacy students should conduct themselves in a professional manner outside the
pharmacy school environment. Professional behavior should be expected in all environments, including
campus housing. Residential life administrators should be aware of the school’s behavioral expectations.

Areas of professionalism addressed

Areas of professionalism include; learning the expectations for professional behavior in everyday
personal life, working/living with individuals who are different than yourself, and leadership development
in a structured living environment.

Special issues involving planning / promotion / implementation

Schools must establish communication linkages with residence life programs. When monitoring
pharmacy student behavior, schools must be careful not to be perceived as “Big Brother” while promoting
appropriate behavior in residential living areas.

Examples of programs and resources

Schools should review campus residential life policies and procedures.

Checklist of planning steps

___ determine purpose of interaction with residence life personal and key areas for discussion
___ planning should begin during the summer prior to fall implementation
___ survey students to gather ideas about what types of professional programming interest them
___ review residency life material to discover areas of common interest
___ meet with residency life personnel to discuss key areas and expectations
___ establish procedures for future interaction between student affairs and residency life staff as issues
arise
___ establish mechanisms to reinforce professionalism in student living environments
___ establish appropriate tracking and record keeping procedures
___ monitor the success of the program and meet periodically with residency life staff
___ conduct formal evaluation of strategies upon their completion and revise as needed

40
M. Issues for 0 – 6 Programs (if relevant)

Description of activity
Some pharmacy colleges or schools admit students into their professional programs directly from high
school into a “0-6” or early assurance program. These programs have special issues that need to be
considered given the fact that these students are at a different maturity level and have limited life
experiences. Thus, orientation and first semester activities must be modified to deal with these specific
needs.

Rationale
Faculty and students who are working with professionalism issues need to recognize that students respond
to situations differently based on their level of experience and maturity. It is important for messages to be
framed based on these factors.

Areas of professionalism addressed

Discussions regarding all areas of professionalism should be adjusted accordingly.

Special issues involving planning / promotion / implementation

It would be easy to stereotype students entering 0-6 programs in a certain way, so planners must spend
time getting to know their audience and their own unique needs. These students may have certain
tendencies, but planners should never try to predict behavior.

Examples of programs and resources

! St. Louis College of Pharmacy
! University of the Sciences in Philadelphia

Checklist of planning steps

___ determine unique attributes of 0-6 programs related to professionalism
___ conduct a needs assessment by surveying incoming students, current students and faculty
___ collect background information on entering students
___ identify areas to be addressed
___ develop strategies to address these key areas
___ monitor the success of this approach and intervene when needed
___ evaluate strategies following their implementation and make revisions as needed

41
N. Issues for Distance Learning Programs (if relevant)

Description of activity
Pharmacy colleges and schools that offer distance-learning options for entry-level pharmacy degree
students must provide opportunities for professionalism development within the non-traditional
environment. In the development of these activities, colleges and schools should consider if the students
who enroll in web-based or satellite programs have different perspectives and backgrounds as compared
to students enrolled in a traditional classroom program. Distance learning programs should explore ways
to include students in professionalism events offered to students on campus, including professional
organizations, patient-care activities, honor codes, white coat ceremonies, mentoring opportunities, etc.

Rationale
The program delivery method should not interfere with a student’s ability to obtain the appropriate
professionalism skills necessary to provide optimal patient care in a practice setting.

Areas of professionalism addressed

Discussions regarding all areas of professionalism should be adjusted accordingly.

Examples of programs and resources

2004 AACP School Posters:
“Establishing Professionalism in Pharmacy Distance Education.” Carol Anne Motycka, Tom
Andrew Robertson, Erin Lyn St. Onge, Jennifer Schoelles Williams, Sven Allan Normann, L
Douglas Ried, Michael W McKenzie, University of Florida.

“Fostering Professional Development in a Multipathway Pharmacy Program.” Beverly A.

Talluto, Joseph Ineck, Kenneth Keefner, Frances Moore, Creighton University School of
Pharmacy and Health Professions

Checklist of planning steps

___ determine unique attributes of distance learning programs related to professionalism
___ conduct a needs assessment by surveying incoming students, current students and faculty
___ collect background information on entering students
___ identify areas to be addressed
___ develop strategies to address these key areas
___ monitor the success of this approach and intervene when needed
___ evaluate strategies following their implementation and make revisions as needed

42
O. Issues for Religious-Affiliated Programs (if relevant)

Description of activity
Pharmacy colleges and schools in a religious-based institution may evaluate the overall relationship
between student professionalism and religious beliefs and practices in an effort to improve health care
outcomes. Institutions without religious affiliations may study, in the context of cultural competence, how
the religious beliefs of patients may influence pharmaceutical care.

Rationale
Religious affiliated institutions may promote a relationship between student spirituality and professional
behavior and attitudes.

Areas of professionalism addressed

Discussions regarding all areas of professionalism should be adjusted accordingly

Examples of programs and resources

2004 AACP School Posters:
“Relationships Between Pharmacy Student Professionalism and Religious Background and
Behavior.” B. DeeAnn Dugan, David A. Gettman, Wagdy W. Wahba, Seena L. Zieler-Brown,
Christine R. Birnie, Katherine M. Heller, Palm Beach Atlantic University

“Professionalism: Mind, Body and Spirit.” Barry Bleidt, Nancy Kawahara, Sharon Hanson,
Rebecca Gryka, Gamal Hussein, Jennifer Hillman, Bruce Currie, and Avis Ericson. Loma Linda
University School of Pharmacy.

References
Connors GJ, Tonigan JS, Miller WR. A measure of religious background and behavior for use in behavior
change research. Psychol Addict Behav 1996;10(2):90-96 (ADAI jl)

Musick DW, Woods S, Tipton S, Nora LM. “Toward a More Spiritual Approach to Medical Education”
An of Behav Sci and Med Educ (2002), Vol. 8, No. 2, 101–104.

43
 Professional Years 01, 02, 03 (Didactic)
Best Practice Guidelines

James Hobbs, University of Kentucky

Thomas Reinders, Virginia Commonwealth University
John Vinson, University of Arkansas for Medical Sciences

I. INTRODUCTION
Background
Professionalism must be fostered throughout the curriculum of the Doctor of Pharmacy degree program.
The initial three years of study provide many opportunities for developing and enhancing professional
behavior in students. Students, faculty, administrators and staff associated with a school or college of
pharmacy should serve as models of professionalism.

Planning Elements
Following an introduction to professionalism during the Doctor of Pharmacy program orientation,
professional behavior must continue to be emphasized. This can be achieved as an integral part of the
didactic course work and early professional practice experiences during the first three years of a
pharmacy degree program. Student organizations, the school’s curriculum committee and the coordinator
of the early professional practice experience rotations will play a major role in planning and developing
activities and experiences that promote professionalism within the college or school.

Timelines
Specific activities related to promoting professionalism are suitable for advanced planning when included
as part of a course or early professional practice experience. Such activities are generally planned at least
a quarter or semester in advance.

Promotion
It is not uncommon for professionalism to be taken for granted in a professional degree program. During
the first three years of study, students and faculty are in constant contact with each other. This affords an
opportunity to reinforce professional behavior on a continuing basis. Creative approaches by students,
faculty and administrators may be needed to maintain professionalism as an expected standard, especially
during a time period when students are primarily gaining knowledge in traditional classroom and
laboratory settings.

Evaluation
Course evaluations are a logical assessment tool, especially when a course contains criteria related to
professionalism. For example, fellow students and the instructor can evaluate the participation and
behavior of a student when a course employs group assignments. A global assessment of professionalism
among students and faculty may be difficult to assess in an objective manner. However, formal or
informal evaluation approaches can be employed to gauge the effectiveness of various initiatives to
promote professional behavior among students and faculty.

44
II. POSSIBLE ACTIVITIES

A. Honor System

Description of activity
An honor system includes an honor pledge and a policy for promoting these values. Typically, the honor
system consists of a policy or policies that describe the responsibilities of students, faculty and
administrators in upholding academic integrity. At the same time there is a description about the rights of
individuals to the due process offered by administrative hearings and appeals. In some systems, only
students are involved in evaluating violations and determining the appropriate penalty or sanction. Other
systems may involve a combination of students, faculty and administrators.

Rationale
An honor system provides the infrastructure for fostering honesty, truth and integrity among students. A
system serves to inform and educate students about professional behavior and provides consequences in
the event of an infraction.

Areas of professionalism addressed

Honesty, truth and integrity serve as core values for professionals. These values are fulfilled by an active
honor system.

Special issues involving planning/promotion/implementation

An honor pledge should be developed and communicated to all students and faculty. For all pledged
assignments, the student should be expected to sign a statement such as “On my honor, I have neither
given nor received aid on this assignment.” A policy or policies should be developed to define violations
(e.g., cheating, plagiarizing, facilitating academic honesty, abusing academic materials, stealing academic
materials, lying related to academic matters); establish a formal hearing process; establish a list of
responsibilities for participation in the process by students, faculty and administrators; establish penalties
(e.g., honor probation, assignment of grades, suspension, expulsion); and, establish an appeals process.

Examples of programs and resources

! Ohio Northern University (conducted a survey on honor codes)
! University of Southern California
! Virginia Commonwealth University: http://www.students.vcu.edu/rg/policies/rg7honor.html
! Auburn University

45
B. Dress Code

Description of activity
The dress code for a school of college of pharmacy establishes an accepted standard of attire that
promotes a professional image for students, faculty, staff and administrators. Ideally, a set of accepted
standards should apply universally for all areas where students, faculty, staff and administrators interact
(i.e., classrooms, laboratories, offices and patient care areas). In addition, colleges and schools can
arrange a fashion show of dress-code do's and don'ts each year as part of the orientation programming for
new students.

Rationale
Appropriate attire is important in creating an image that is consistent with the public’s expectation of a
health professional. When students, faculty, staff and administrators dress as professionals an atmosphere
of professionalism is created.

Areas of professionalism addressed

The perception of a well-groomed and properly attired individual creates a positive impression that can
garner respect and confidence. Attention to proper grooming and attire may be viewed as an external
sense of pride and commitment to the profession.

Special issues involving planning/promotion/implementation

Students, faculty and administrators should develop a dress code for their school or college. Personal care
and appropriate attire standards must be identified. While such standards are usually intended to be self-
regulated, sanctions for non-compliance with the standards should be established. Additional
requirements may be specified for patient care settings and students must be willing to comply with any
special standards identified by healthcare facilities providing early or advanced professional practice
experiences.

Examples of programs and resources

! Auburn University

2004 AACP School Poster:

“Howard University Professionalism Workshop and White Coat Ceremony.” Anthony K. Wutoh,
Joseph R. Ofosu, Olu A. Olusanya, E. Jeannette Andrews, Pedro J. Lecca, Howard University.

Reference
Brandt LJ. On the value of an old dress code in the new millennium, Arch Intern Med. 2003; 63:1277-
1281

46
C. Course Content and Structure
Description of activity
The content and structure of courses can enhance professionalism among students. Faculty should
consider different strategies of instruction and evaluation depending on the type of course (e.g., basic
science, administration science, clinical science) to promote professionalism.

Rationale
The majority of course offerings during the first three years of study are didactic in nature. This is an
important time period for the professional development of students as future health care providers. While
it may be difficult to identify specific topics related to professionalism for every course, others are ideal
for developing attitudes and behaviors that foster professionalism (e.g., pharmacotherapeutics, pharmacy
practice laboratories, pharmacy communications, pharmacy law and ethics). In other courses, the structure
of the course can be arranged to facilitate self-directed learning and group projects requiring teamwork,
both of which develop professional attitudes and behaviors in students. In all courses, the use of various
evaluation methods can enhance professionalism.

Areas of professionalism addressed

Professionals should seek to attain excellence in the knowledge, skills and attitudes required to practice in
the profession. A worthy goal for any course of study is the ability to produce a competent health
professional. These values, instilled during a professional program, serve as a framework for life-long
learning.

Special issues involving planning/promotion/implementation

As course coordinators, faculty must make a personal commitment to incorporating content or structure
into their course to promote professionalism. For example, case-based learning helps students apply
learned concepts to “real life” situations. Problem-based learning requires that the student analyze the
entire patient situation, rather than merely focusing on one aspect of care. The introduction of this concept
helps to facilitate active learning during the early and advanced professional practice experiences. The
curriculum committees of schools and colleges should be charged with reviewing individual courses for
evidence of either course content or structure that will enhance professionalism. Also, course coordinators
should schedule examinations or other major assignments so that they do not conflict with state, regional
and national professional meetings which students should be encouraged to attend. Additionally, teaching
methods that use peer evaluations and self-evaluations are useful in promoting professionalism.

Examples of programs and resources

2004 AACP School Posters:
“Development, Adoption, and Implementation of a Curricular Competency Addressing
Professionalism”. George E. Francisco, Lori J. Duke, Keith N. Herist, Charles H. McDuffie,
Catherine A. White, University of Georgia.

“Developing Professionalism Through the Official and Unofficial Curriculum”. Regina Caldwell,
Dwaine Green, Phyllis E. Nally, Peggy Piascik, William C. Lubawy, University of Kentucky.

“A Curricular Roadmap of Professionalism”. Carriann E. Richey, Sue Bierman, Trish S. Barton,

Patricia Chase, Butler University.

“Professionalism: A Critical Element in Pharmacy Education At the University of South Carolina

College of Pharmacy.” L. Clifton Fuhrman Jr, Wayne E Buff, Farid Sadik, University of South
Carolina.

47
References
Berger BA, Butler SL, Duncan-Hewitt W, Felkey BG, Jungnickel PW, Krueger JL, Perry CR, Taylor C.
Changing the Culture: An Institution-wide Approach to Instilling Professional Values. Am J Pharm Educ.
2004; 68(1): 22.

Ellsworth A, LaVigne LL, Odegard PS. A Diabetes Education Program for Pharmacy Students. Am J
Pharm Educ. 2002; 66(4) 391.

Wear D, Castellani B. The Development of Professionalism: Curriculum Matters. Acad Med. 2000 Jun;
75(6):602-11.

48
D. Classroom Demeanor
Description of activity
Students and faculty have a mutual responsibility for establishing a positive learning environment for
effective instruction in the classroom and laboratory settings. Students are expected to conduct themselves
in a civil manner at all times and faculty should identify the boundaries of acceptable behavior in their
course syllabi.

Rationale
Professional courtesy is expected from students and faculty. Students are entitled to receive instruction
that is free from the interference of others and faculty should set clear expectations for the elimination of
such interferences (e.g., arriving late to class, conversations in class, the active ringing of cellular
telephones).

Areas of professionalism addressed

Accountability to others is an important aspect of professionalism. Students who are accountable to their
colleagues and faculty demonstrate respect for others. This type of behavior is central to professionalism.

Special issues involving planning/promotion/implementation

The school or college should develop guidelines or policy concerning student conduct in the instructional
setting. Students and faculty should be held accountable for actions that hinder a positive learning
environment. Faculty and administrators should develop guidelines for dealing with disruptive students
and the consequences (e.g., sanctions, penalties) should be communicated to students. A standardized
statement for each course syllabus in a given school or college can be considered. The elements of the
statement might include: an overview of the honor system; the use of professional language at all times;
adherence to a specified dress code; adherence to an attendance policy; preparing in advance for all
course assignments; being accountable for personal conduct in the instructional setting; and submitting
constructive comments on course and instructor evaluations.

Examples of programs and resources

2004 AACP School Poster:
“Faculty and Student Perspectives on Classroom Incivility” Jennifer Clutter, West Virginia
University School of Pharmacy, Charles Ponte, West Virginia University School of Pharmacy,
W. Clarke Ridgway, Mary Stamatakis, Shelly Stump, West Virginia University.

References
Berger BA. Incivility. Am. J. Pharm. Educ. 2000;64:445-450.

Berger BA (ed). Promoting Civility in Pharmacy Education. Pharmaceutical Products

Press (Binghamton, NY) 2003.

49
E. Student Membership on School and College Committees

Description of activity
Most standing committees within schools and colleges exist to prepare future health care professionals.
Students should be included as members of committees, except where a definite conflict of interest exists
(e.g., academic performance committee that reviews the grades and determines academic progression for
students)

Rationale
As future professionals, students should be involved with the decision making process that impacts their
educational experience. Also, this type of involvement facilitates positive relationships between faculty
and students.

Areas of professionalism addressed

Accountability and as sense of duty are important aspects of developing professionalism.

Special issues involving planning/promotion/implementation

The commitment to involve students on school or college committees must be supported by faculty and
administrators. The process of selection and appointment will depend on the type of committee. An area
for significant student input is the curriculum committee. Participation in curricular planning and
assessment provides students with the knowledge of designing and maintaining a professional curriculum.
Students on the admissions committee can assist in interviewing and determining the personal qualities of
prospective students. Students on tenure and promotions committee can serve as a quality assurance
measure concerning the teaching effectiveness of faculty being considered for promotion and tenure.

Examples of programs and resources

! University of Mississippi: Pharmacy Student-Faculty Relations Committee
! Virginia Commonwealth University

2004 AACP School Poster:

“Inculcation of Professionalism: The Nevada College of Pharmacy Experience.” Amy H
Schwartz, Renee Coffman, Thomas H Wiser, Michael DeYoung, Thomas Metzger, Nevada
College of Pharmacy

50
F. Professional Demeanor: Faculty, Teaching Assistants, Preceptors, Staff &
Administrators

Description of activity
All members of the academic pharmacy community should be held to the same standards of
professionalism as the student body. According to the AACP Excellence Series paper on professionalism,
“…faculty, practitioners and others must act as role models to display or demonstrate the kinds of
attitudes, values, and behaviors expected of students, and must take the lead in guiding and facilitating the
professional socialization process.”

Rationale
Individuals associated with a college or school of pharmacy must exhibit professional behavior at all
times since students may choose to emulate them. Students and graduates often identify individuals at
their college or school of pharmacy who served as role models in shaping their professional behavior.
Efforts should be made to reward and recognize positive models. Programs should be available for faculty
and staff who desire or require professional behavior development.

Areas of professionalism addressed

All areas of professionalism (e.g., altruism, accountability, duty, honor, integrity, and respect for others)
can be reflected by a diverse group of individuals employed by a school or college of pharmacy.

Special issues involving planning/promotion/implementation

The administration and faculty of the school or college should develop guidelines for the professional
conduct of all individuals interacting with students. Examples of topic areas for guidelines include
professional attire, conduct in the instructional setting and confidentiality.

Examples of programs and resources

! University of Mississippi - Guiding Professionalism Principles for Faculty (2001)
http://www.olemiss.edu/depts/pharm_school/undergrad/handbook/section7.html#professionalism

See also information regarding “Faculty Retreat”

51
G. Ethics Course Offering

Description of activity
An ethics course related to pharmacy practice can examine and assess the types of ethical dilemmas that
are encountered in pharmacy practice settings. Objectives of a required course might include:
distinguishing ethical issues from other types of issues in pharmacy practice; identifying the morally
relevant characteristics of a professional practice situation; identifying the options available to a
pharmacist when addressing an ethical dilemma; providing justification for options; and, displaying the
interaction skills need to apply ethical decisions to patient care situations in a sensitive and humane
manner.

Rationale
Students entering the profession of pharmacy must be taught ethical decision-making with the
understanding that confronting ethical issues is a recurring and lifelong process.

Areas of professionalism addressed

Ethical decision-making is a recognizable characteristic of a profession.

Special issues involving planning/promotion/implementation

A required course should be developed to engage students in the process of ethical decision-making
through case studies and class discussions. Students should discuss and understand the APhA’s Code of
Ethics as part of a course assignment.

Examples of programs and resources

! Creighton University - Center for Health Policy and Ethics

2004 AACP School Poster:

“Achieving Professionalism in the Pharmacy Program at the University of Montana.” Lori J.
Morin, Jean T. Carter, Gayle A. Cochran, University of Montana.

Reference
Purtilo R. Ethical Dimensions in the Health Professions, 3rd edition. W.B. Saunders Company, 1999

52
H. Leadership and Political Advocacy Course Offering

Description of activity
An elective course can be offered to develop leadership and political advocacy skills for pharmacy
students. The course can examine leadership through exploring health care issues and gaining direct
experience in the political process and community action. Objectives can include defining and evaluating
effective leadership, reviewing the management of student organizations, differentiating between
legislation and regulation, identifying and analyzing current health care issues, discussing healthcare
issues with individuals beyond the discipline of pharmacy and advocating a stance on state or national
health care issues.

Rationale
Pharmacy students need effective leadership and political advocacy skills to deal with issues related to
health care delivery. Strengthening the leadership ability of students enhances their professionalism and
offers potential for future leadership within the profession and in the community.

Areas of professionalism addressed

Accountability, excellence and duty are elements of professionalism that can be experienced in a course
focusing on leadership and political advocacy.

Special issues involving planning/promotion/implementation

An elective course can be initiated to develop leadership and political advocacy skills. The identification
and recruitment of relevant speakers (e.g., member of a state board of pharmacy, state legislator,
pharmacy association executive) is important for a successful course offering.

Examples of programs and resources

! University of Maryland, School of Pharmacy (PHMY-598)
o Effective Leadership and Advocacy Syllabus -
http://www.pharmacy.umaryland.edu/courses/syllabi/PDF/PHMY%20598.pdf
o Robert Beardsley, Ph.D. (rbeardsl@rx.umaryland.edu)
o Cynthia Boyle, Pharm.D. (cboyle@rx.umaryland.edu)
! University of Kentucky
! University of Rhode Island.

53
I. Recognition and Awards
Description of activity
Programs that recognize students for demonstrated excellence in academic and leadership activities may
include scholarships, award ceremonies and established pharmacy societies such as Rho Chi and Phi
Lambda Sigma.

Rationale
The recognition of excellence by faculty, administrators, practitioners and peers serves as a motivating
force for achievement. Also, it serves to recognize those individuals who make a conscientious effort to
exceed expectations.

Areas of professionalism addressed

Excellence and altruism are components of professionalism associated with recognition and rewards.

Special issues involving planning/promotion/implementation

Schools and colleges, usually through the use of endowed funds, provide scholarships to students based
on academic merit and financial need. Specific criteria, often related to academic merit and demonstrated
leadership ability, are defined to assist in determining scholarship recipients. Likewise, established
awards may be created to recognize leadership and service contributions. Most schools and colleges
present awards on annual basis, generally in conjunction with a senior banquet or graduation ceremony.

Another common example of recognition is a Dean’s List of Distinguished Students. The list defines a
specific population of students who have demonstrated stellar academic performance for a given
semester.

Students belonging to specific organizations may choose to name peers for awards based upon criteria
established by the organization. In other situations, students may nominate and select outstanding
instructors and preceptors.

Examples of programs and resources

! Rho Chi Society (www.rhochi.org)
! Phi Lamba Sigma (www.philambdasigma.org)
! APhA-ASP Mortar and Pestle Professionalism Award
o Recognizes one student at each school and college of pharmacy nominated by the dean, who best
exhibits characteristics inherent in a professional.

54
J. Cultivating Student and Faculty Relationships

Description of activity
A mutual respect between students and faculty can be established through structured activities within and
outside the instruction setting. Several examples of interactions within the instructional setting include the
development of a formal mentoring program and the ability of students to have access to faculty through
appointments or established office hours. An example of an interaction outside the instructional setting
includes faculty participation in extracurricular activities sponsored by student organizations such as
picnics and other social events.

Rationale
Students and faculty must establish a professional relationship built upon mutual respect. Activities to
enhance this relationship are important for faculty to model professionalism and for students to rely on
faculty as mentors.

Areas of professionalism addressed

When faculty serve as professional role models and there is mutual respect between faculty members and
students, all components of professionalism can be realized. However, accountability and respect will
likely serve as the primary components through positive relations between students and faculty.

Special issues involving planning / promotion / implementation

Creating opportunities for positive interactions between faculty and students requires a major
commitment from students and faculty. Guidelines for developing and maintaining a formal mentoring
program should be established. The time commitments of both groups are demanding and usually there is
a reluctance to encroach on personal time, especially for participation in extracurricular or social events.
Faculty must recognize the importance of participating in student events to establish a trusting
relationship with students. Students must take the initiative to invite faculty to participate in their events
and social activities. Often, faculty advisors to student organizations can serve as a liaison with other
faculty, informing them about events and actively encouraging their participation.

Examples of programs and resources

2004 AACP School Poster:
! Professionalism in Pharmacy Education: The University of Southern California School of
Pharmacy. Kathleen H. Besinque, University of Southern California.

55
K. Professional Pharmacy Organizations

Description of activity
Numerous professional organizations exist for students enrolled in schools and colleges of pharmacy.
Most organizations are associated with national pharmacy organizations such as the American
Pharmacists Association. Students may wish to create a chapter office within the student organization
devoted to professional development.

Rationale
Student organizations serve as a major force in developing professionalism. Active participation in
student organizations is critical for the professional development of a student enrolled in a school or
college of pharmacy.

Areas of professionalism addressed

All areas of professionalism (e.g., altruism, accountability, duty, honor, integrity, and respect for others)
can be addressed when students participate as active members of professional organizations.

Special issues involving planning/promotion/implementation

Sustaining membership in student organizations is a challenge due to the constant progression of students
through a professional degree program. Students must be encouraged to join one or more organizations
and actively participate by attending meetings and serving in a leadership capacity. In some schools and
colleges there are a large number of organizations which can increase the opportunity for leadership
experience. As the number of organizations increase, there is a greater need to promote cooperation
among the organizations in an effort to avoid competition.

Examples of programs and resources

American Pharmacists Association Academy of Student Pharmacists

56
L. Student Leadership Council

Description of activity
Invite student leaders from the local professional pharmacy associations and fraternities to participate in
monthly or periodic student council meeting. Representatives may also include elected leaders from each
pre-professional or professional class. The council provides student leaders with an opportunity for
additional professional development. The council may also encourage collaboration and discussion on
common issues. With the help of faculty advisors, student representatives should develop a mission
statement to guide the activities of the group. The group may come together to organize campus events,
community service activities, fundraisers, or to advise the administration on issues related to student life.

Rationale
The leadership council provides opportunities for students to get involved in community and campus-
based projects. Student leaders can enhance their negotiation and communication skills that may transfer
to the workplace or community. Student leadership deepens each student's commitment to the values of
the profession and may help to encourage other students to participate in a professional association.

Areas of professionalism addressed

! Contributes to the profession, active in professional organization
! Take a proactive role in solving social issues
! Helps build and maintain a culture that promotes professionalism

Examples of programs and resources

! University of Mississippi
! See also “Leadership Conferences” under the “Extracurricular Activities” section.

2004 AACP School Poster:

“Fostering Professionalism through the Student Leadership Council” Anthony G. DelSignore,
Joshua Gagne, Matthew LaCroix, Amy Talati, Katherine K. Orr, The Student Leadership
Council, University of Rhode Island.

57
M. Community Service Requirements (Service Learning)

Description of activity
Community service projects promote altruism and service to others. These activities encourage students to
embrace their roles as patient advocates and proactively address social issues affecting the health of their
communities. Community service requirements or service learning are often included as part of the early
pharmacy practice experiences conducted during the first three yeas of the curriculum. Further details can
be found in the section entitled “new students.”

! Student Portfolio Process

The student portfolio process is a continuing process throughout the professional
curriculum. Further details can be found in the section entitled “new students.”
! Peer Mentoring Programs
Participation in peer mentoring programs is a continuing process throughout the
professional curriculum. Further details can be found in the section entitled “new
students.”
! Outside Speakers
The mailing of invitations to speakers outside the school or college is a continuing
activity throughout the professional curriculum. Further details can be found in the
section entitled “New Students.”

Areas of professionalism addressed

An understanding and respect for persons of diverse backgrounds, altruism, service to others, pride in the
profession.

Examples of programs and resources

! Caring for Community: A National Medical Student Service Project -
www.aamc.org/about/awards/cfc.htm
! APhA-ASP/HRSA-PSSC Awards Program - www.aphanet.org

2004 AACP School Poster:

“Enhancing the Professionalism of Pharmacy Students at the University of
Washington.”Katherine Hale, Gail Caballes, Dana Hammer, Nanci Murphy, University of
Washington.

58
N. Pinning / Professional Commitment Ceremony (End of P3)

Description of activity
A pinning ceremony may be held for third professional year students in late Spring. This special event
formally recognizes the students’ transition from the primarily didactic to full-time experiential
curriculum. All P3 students should be required to attend. At the ceremony each student wears the lab
jacket with school seal affixed that was presented to them at the White Coat Ceremony upon entry into
the Pharm.D. degree program. Pharmacy school representatives present students with a specially
designed lapel pin. After the pins are affixed, the students reconfirm the Pledge of Professionalism that
was made upon entry three years earlier. Family, friends, faculty, staff and other students are invited to
attend the ceremony. Following the ceremony, students and their guests may be invited to a reception
featuring light refreshments.

Rationale
The end of the third year marks the end of didactic coursework. It is believed that the transition to full-
time experiential education is a significant step in professional development of the pharmacy student.
During the fourth year in school, students translate the professionalism that has been acquired primarily in
the classroom into various practice settings. Many students will visit the campus occasionally during P4.
It is imperative that they renew their personal commitment to professionalism.

Areas of professionalism addressed

A Pinning Ceremony focuses on the need to extend the professional attitudes and behaviors developed in
the classroom environment into the pharmacy practice setting. In one year the student will be a graduate
and licensed pharmacist. Entering P4 is an appropriate time to fully accept one’s role as a professional
health care provider in the community.

Special issues involving planning/promotion/implementation

A Pinning Ceremony is an important event and requires special attention. Funding and space are key
issues that must be addressed. In order to purchase pins, print programs, and hold a nice reception
adequate financial support is imperative. External sources of funding are available. If family, friends and
others students are invited there must be ample space. In order to properly motivate the students as they
move on to P4, it is important to identify a dynamic speaker.

If the institution does not already have a pin for this purpose, colleges and schools may want to invite
current students to submit a design that represents pharmacy, patient-care, and institutional pride.

Examples of programs and resources

2004 AACP School Posters:
“Successful Professionalization of Pharmacy Students at Mercer University.” James W. Bartling,
Jordana L. Stephens, Mercer University Southern School of Pharmacy.

“Promoting Professionalism at the Raabe College of Pharmacy.” Kimberly A. Broedel-Zaugg,

Jeffery C. Allison, Thomas P. Faulkner, Ohio Northern University.

59
O. Faculty Retreat

Description of activity
Dedicate all or a portion of a faculty retreat to the issue of student and faculty professionalism. Use the
retreat to emphasize the importance of professionalism within the institution via group discussion and
speakers. Clarify the institution’s expectations for professional behavior and attitudes among faculty, as
well as students. Explore ways to promote and assess the level professionalism within the pharmacy
college community.

Rationale
Pharmacy students learn professional behaviors by observing and imitating peers and faculty in and out of
the classroom setting. The values of the profession may be idealized in lectures, but they are demonstrated
and reinforced by faculty and preceptors in various settings. To effectively create a culture of
professionalism throughout the institution, a school needs the support of its faculty.

Areas of professionalism addressed

All areas of professionalism may be addressed.

Examples of programs and resources

! University of Mississippi

2004 AACP School Posters:

“Promoting Professionalism in Pharmacy Education at The University of Mississippi.” John P.
Juergens, John P. Bentley, Alicia S. Bouldin, and Marvin C. Wilson, The University of
Mississippi.

“Achieving Professionalism in the Pharmacy Program at the University of Montana.” Lori J.

Morin, Jean T. Carter, Gayle A. Cochran, University of Montana.

Reference
Piascik P, Lubawy W. Do as I Say...and as I Do. Am J Pharm Educ. 2003; 67(1): 4.

60
P. Student Professionalism Assessment

Description of activity
Valid and reliable assessment tools should be developed that evaluate professional behaviors as well as a
student’s knowledge and skills. Evaluation should extend beyond the acquisition of knowledge by
students to professionalization and the application of knowledge and skills in the care of patients in
improving medication use. The college or school should insure the professionalization of its students
throughout the educational continuum. As part of the assessment process, an institution may conduct a
survey of graduating students.

Rationale
To ensure faculty and students are engaging in the most effective professionalism activities, the institution
must annually assess the value of each related program and policy, and its impact on students, faculty,
curriculum, culture, etc.

Examples of program and resources

! Dana Hammer (University of Washington) – “Behavioral Professionalism Assessment Form”
! University of Georgia – Professionalism Competency Policy (Appendix C)
! American Association of Medical Colleges (AAMC) – “Assessment of Professionalism Project”
http://www.aamc.org/members/gea/professionalism.pdf
! AAMC and the National Boards of Medical Examiners Report – “Embedding Professionalism in
Medical Education: Assessment as a Tool for Implementation”
! UIC College of Medicine - Medical Student Professionalism Evaluation Form

2004 AACP School Posters:

“A Strategic Approach to Student Professional Development at the University of Missouri-
Kansas City School of Pharmacy.” Maureen Knell, Mary L. Euler, Patricia A. Marken, University
of Missouri- Kansas City.

“Exit Surveys: An Assessment Tool in Pharm.D. Programs.” Corinne Ramaley, Sushma

Ramsinghani, Munama Bazunga, Akima Howard, and Arcelia Johnson-Fannin, Hampton
University.

“Inculcation of Professionalism: The Nevada College of Pharmacy Experience.” Amy H

Schwartz, Renee Coffman, Thomas H Wiser, Michael DeYoung, Thomas Metzger, Nevada
College of Pharmacy

61
 Experiential Education
Best Practice Guidelines

Amit Patel, University of Cincinnati

Amy Schwartz, Nevada College of Pharmacy

I. INTRODUCTION

Background
Experiential education, introductory (early) and advanced, encompasses approximately one-third of the
pharmacy curriculum. During these experiences, students are exposed to a variety of environments,
pharmacists, other healthcare providers, staff and patient encounters. The impact of these experiences is
multifold, involving most of the senses, thereby appealing to all learning styles (visual, auditory and
adult).

The Accreditation Council for Pharmacy Education standards encourage colleges and schools to develop
introductory (early) and advanced experiences that help foster professional development and a zeal for the
profession. The standards are purposefully broad based so colleges and schools can develop
programming suited for their culture and mission. Preparing quality and competent healthcare providers
is the goal of every academic program.

Experiential Education Directors / Coordinators have the enormous responsibility of guiding and
monitoring the professional development and behaviors of students. Additionally they are often asked to
assist faculty and preceptors with identifying areas for continued professional development. Therefore
much of the possible activities that will be described are for all involved with experiential education. The
goal of this section is to highlight some of the activities that have been developed and provide resources
(references or institution contact information).

Planning Elements
The planning of experiential education programming is institution-specific dependent on curricular
design. Introductory experiences typically involve activities that emphasize the utility of didactic
material in daily practice. These activities also introduce students to different career opportunities and
issues faced once in practice. Along with professional development, a key goal of these activities is to
ensure students are prepared for advanced experiences. Advanced experiences are more student-driven;
however each institution requires specific, key rotations during which general competencies are to be
mastered. Guidance in the selection of experiences is essential to ensure continued successful
professional development.

Although standardization of activities may not be possible across institutions, commonalities to consider
during the planning stages include:

! Design orientation programming for students, faculty and preceptors in parallel to ensure information
is complementary
! Develop a process for disseminating information, whether new material, announcements or
accomplishments (e.g. campus events, news from professional organization, information highlighted
in lay press, etc.) throughout the academic calendar to students, faculty and preceptors
! Develop activities whereby faculty and preceptors can instill and reinforce professional elements

62
! Encourage and facilitate mentoring (student: student, student: faculty/preceptor and faculty/preceptor:
faculty/preceptor)
! Identify and/or develop opportunities for professional interaction and development
o Service learning
o Involvement in pharmacy organizations (state and national)
o Political advocacy
o Post-graduate education opportunities or other career development programs
! Utilize committees, advisory boards/councils or focus groups to ensure programming is sound and
attaining institutional and societal goals and objectives

Timelines
Successful planning and implementation is dependent on the development of an accurate timeline.
Appendix A is an example of an experiential education timeline outlining activities across all levels of the
curriculum. Experiential Education Directors / Coordinators must develop timelines that best meet
institutional and curricular needs. A challenge for many programs is maintaining communication and
interaction with senior students enrolled in advanced experiences, Appendix B provides an example
schedule coordinating activities between students, faculty and preceptors.

Promotion
A goal of all colleges and schools is to sustain a culture of professionalism (students, faculty,
administrators and staff). Maintenance of communication and interaction between students, faculty /
preceptors and Experiential Directors / Coordinators is essential to ensure continued engagement in the
various experiential activities. Experiential Directors / Coordinators are challenged with finding
appropriate and efficient methods for disseminating professional information. Some items require careful
planning and promotion while others are more informative in nature. Development of a committee or
task force may be prudent for activities that require planning, timelines and formal promotion.

Below are examples of promotional activities supported by Experiential Education:

! Use of email or web sites to disseminate materials, announcements and notifications of professional
opportunities as they occur during the academic calendar
! Publicly (college-, school- or university-wide) provide accolades to and/or announce the professional
accomplishments of students, faculty and preceptors
! Develop programming that promotes pride in the profession and professional socialization (e.g.
Pharmacy Week)
! Encourage and support opportunities for professional interaction and development
o Participation in college/school/university-sponsored seminars
o Attendance at professional meetings
o Participation in career fairs
o Attendance at award ceremonies

Evaluation
Evaluation is the cornerstone of every experiential education program. Experiential Education Directors /
Coordinators have a tremendous responsibility ensuring and assisting with the maintenance of quality
programming, faculty / preceptors and practice sites. The sequencing of the experiential curriculum
provides a unique opportunity to (potentially) evaluate the progression of student professional attitudes
and behaviors longitudinally. Lastly evaluations can be used collectively to promote programmatic
enhancements (continuous quality improvements).

Potential areas for evaluation include:

! Professional attitudes of students, faculty and preceptors

63
! Professional behaviors of students, faculty and preceptors
! Orientation and other training programs (students, faculty and preceptors)
! Experiential program goals, objectives and activities
o Committees or task forces
o Advisory board/council
o Focus groups
! Site visits
o Adequacy of site
o Preceptor effectiveness
! Student attainment of curricular outcomes via annual proficiency exams, objective structured clinical
examinations (OSCE), etc.

An assessment instrument to evaluate the professional behaviors of students has been developed and
validated for use during experiential activities [Behavioral Professionalism Assessment Form –
Experiential (BPAE)]. The validation of this instrument in the classroom setting is ongoing. Instruments
have also been developed to ascertain professional attitudes, however none are yet validated. The
American Association of Colleges of Pharmacy is currently involved with several initiatives to facilitate
Experiential Education Directors / Coordinator efforts including the development of standardized
evaluations. Standardization would also assist the efforts of the Accreditation Council for Pharmacy
Education, possibly allowing for national comparisons.

64
II. POSSIBLE ACTIVITIES

A. Student Orientation

Description of activity
The goal of orientation is to provide an introduction to and review of the upcoming academic calendar
and activities. The duration of orientation differs across institutions and academic years. Curricular
content and experiential programming determine areas of review and discussion. Those institutions who
offer experiential activities as part of a course will provide orientation differently than those who require
distinct visits. Many combinations exist; however, the commonalities that all should address include:
! Experiential education goals and objectives
! Responsibilities of Experiential Education personnel and department policies and procedures
! Student, preceptor and site responsibilities
! Evaluation process

Rationale
Orientation provides a wonderful opportunity to introduce and reinforce professional attitudes, values and
behaviors. Directors / Coordinators can use this time to review and discuss program culture and mission,
policies and procedures and national professional conduct statements such as the Code of Ethics, Oath of
a Pharmacist and Pharmacist Pledge of Professionalism. Annual repetition is encouraged as this material
is often displaced in lieu of didactic materials.

Areas of professionalism addressed

! Define: profession, professional and professionalism
! Review Code of Ethics, Oath of a Pharmacist and Pharmacist Pledge of Professionalism
! Provide examples of appropriate and inappropriate attitudes and behaviors
! Develop professional communication skills
o Cultural diversity
o Verbal/nonverbal cues
o Interactions with patients
o Inter-professional relationships
! Encourage continual professional involvement
o Community service
o Pharmacy organizations
o Political advocacy (e.g. Legislative Days)
! Emphasize the importance of life-long learning as an extension of professional development

Special issues involving planning / promotion / implementation

Traditionally orientation is implemented as a didactic lecture with very little exchange between lecturer
and students. Incorporation of activities, workstations, etc. may enhance retention of materials. First day
impressions are long-lasting therefore preparing materials well in advance of offering is encouraged.
Lastly, institutions may want to consider obtaining student input regarding the types of activities that may
be well received.

Examples of programs and resources

! University of Washington
! University of Colorado

65
References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor
of Pharmacy Degree Adopted June 14, 1997.

APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student

professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf

Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for Pharmacy Practice Experience
Programs. Am J Pharm Educ. 1994; 58 (Winter Supplement):35S–45S.
Hammer DP, Berger BA, Beardsley RS, Easton MR. Student Professionalism. Am J Pharm Educ. 2003;
67(3):96.

66
B. Faculty / Preceptor Orientation and Training Programs

Description of activities
Similar to students, the goal of orientation is to provide an introduction to and review of the upcoming
academic calendar and activities. Emphasis should be placed on effective teaching strategies and
evaluation. Similar to student orientation, curricular content and experiential programming determine
areas of review and discussion:
! Experiential education goals and objectives
! Responsibilities of Experiential Education personnel and department policies and procedures
! Student, preceptor and site responsibilities
! Portfolio review process and appropriate use of document
! Mentoring and career counseling
! Evaluation process

Training programs focus more on faculty / preceptor development. Topic selection should be ascertained
per needs assessment. Delivery of program materials will vary depending on subject matter, availability
and resources. Other considerations when developing training programs include:
! State, college or school requirements
! Programming specific for new faculty / preceptors
! Programming specific for ‘seasoned’ faculty / preceptors
! Example program topics:
o Rotation organization: coordinating site needs with program goals and objectives
o Development of an orientation packet (including contact information, description of activities
and responsibilities, overview of evaluation process, etc.)
o Improving evaluation skills
o Update on new teaching strategies
o How to provide career counseling
o Professional development incentives

The Accreditation Council for Pharmacy Education is working with the American Association of
Colleges of Pharmacy to ascertain the utility of developing a national training program and certification
process for preceptors. The creation of a training program would greatly assist Directors / Coordinators
and help standardize learning experiences. It is anticipated that such an endeavor would have a positive
impact on student professionalism.

67
Rationale
Faculty / preceptors need to remain current regarding new activities, revisions in policies and procedures,
and/or responsibilities. Student professionalism and the handling and evaluation of unprofessional
behaviors should be reviewed and discussed. It should be emphasized that faculty / preceptor attitudes
and behaviors play as much of a role in shaping student opinions as clinical proficiency and site activities.
These opportunities provide an open forum for discussion of experiences from the previous year, to solicit
feedback, and obtain ideas for future programming and delivery methods.

Directors / Coordinators need to remain cognizant of faculty / preceptor issues and needs. They must be
available to offer guidance, support and act as a mediator if difficulties should arise. Programming should
be informative and reflective of daily practice.

Areas of professionalism addressed

! Define: profession, professional and professionalism
! Provide examples of appropriate and inappropriate attitudes and behaviors
! Define sexual harassment and institutional policies
! Demonstrate effective professional communication
o Cultural diversity
o Verbal/nonverbal cues
o Interactions with patients
o Inter-professional relationships
! Demonstrate and encourage continual professional involvement
o Community service
o Pharmacy organizations (state or local)
o Political advocacy (e.g. Legislative Day)

Special issues involving planning / promotion / implementation

The largest challenge associated with developing programming for faculty / preceptors is availability,
especially for those that reside at a distance. The use of technology may facilitate program delivery and
assessment, the costs for which will vary based on availability and resources. Faculty / preceptors
participation remains an area of uncertainty as motivation is based on personal interests.

Examples of programs and resources

! Texas State Board of Pharmacy in conjunction with Texas Pharmacy Programs has developed a
preceptor certification process, which includes training programs. Information can be obtained at:
http://www.utexas.edu/pharmacy/general/experiential/practitioner/edopps.html

! Accreditation Council for Pharmacy Education / American Association of Colleges of Pharmacy:

National Preceptor Training Program initiative (CPD)

2004 AACP School Posters:

“Conversations about Teaching.” Nicholas G. Popovich, Susan L. Peverly, University of Illinois
at Chicago.

Professionalism at Auburn University’s Harrison School of Pharmacy. Bruce A. Berger, Wendy

C. Duncan-Hewitt, R. Lee Evans, Paul W. Jungnickel, Robert E. Smith, Auburn University.

68
References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor
of Pharmacy Degree Adopted June 14, 1997.
APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student
professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf
Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for Pharmacy Practice Experience
Programs. Am J Pharm Educ (1994) 58 (Winter Supplement):35S–45S.
Hammer DP, Berger BA, Beardsley RS, Easton MR. Student Professionalism. Am J Pharm Educ. 2003;
67(3):96.
Piascik P, Lubawy W. Do as I Say...and as I Do. Am J Pharm Educ. 2003; 67(1):4.

69
C. Professional Portfolios

Description of activity
Professional portfolios are living documents that highlight professional accomplishments. Portfolio
content will vary depending on the individual:
! Student: record of assignment completion and attainment of curricular objectives
! Faculty: documentation for promotion and tenure
! Preceptor: documentation for promotion and awards/acknowledgement

Other items for inclusion include academic calendar, copy of intern license, HIPAA certification
acknowledgement, immunization records, a copy of signed college / school Honor Codes, Oath of a
Pharmacist and Code of Ethics, and evaluations. Portfolios can be maintained in hard copy or electronic
format. Faculty / preceptors should review student portfolios at the beginning of advanced experiences
to gain an appreciation of past experiences and current needs. The information contained in portfolios is
confidential and should not be copied or distributed without authorization.

Review of student portfolios is usually the focus of discussion, however it may be beneficial for faculty /
preceptors to share theirs with students. Reciprocation makes the process more realistic, adding a purpose
and value to the activity.

Rationale
The development of a professional portfolio is an expectation of students, faculty and preceptors.
Portfolios allow individuals to assess and appreciate past experiences in order to identify areas for growth
and development (i.e. life-long learning). Finally they serve as a tremendous resource for curriculum
vitae and resume development.

Areas of professionalism addressed

! Self-direction / motivation
! Professional competence
! Life-long learning
! Confidentiality

Special issues involving planning / promotion / implementation

Manual portfolios require provision of binders with dividers and presentation regarding development,
maintenance and use. Electronic portfolios necessitate provision of disc, CD or internet access codes (if
maintained within a web site) and technology training.

Examples of programs and resources

! Midwestern University – Chicago (manual/hard copy)

2004 AACP School Poster:

“A Multi-faceted Approach to Enhancing Professionalism of Pharmacy Students.” Caroline
Zeind, Michelle M. Kalis, Joseph M. Calomo, Martin Zdanowicz, Mehdi Boroujerdi,
Massachusetts College of Pharmacy and Health Sciences-Boston.

70
D. Mentor Programs
Student: Student
Faculty/ Preceptor: Student
Faculty / Preceptor: Faculty / Preceptor

Description of activity
Coursework or other activities specifically designed to promote exchange between students, faculty and
preceptors. Examples include:
! Shadowing experiences: singular vs. longitudinal
! Electronic communication either via email or discussion board
! Formal events during professional meetings

Rationale
Mentor programs promote professional interaction and collegiality. The primary goal of mentor
programs is to emphasize the benefits of professional involvement, networking, career counseling, etc.
Mentoring provides a forum for open discussion between individuals on topics that may not be
appropriate for open forum or listserv opinion. Evidence suggests these programs have the potential to
reduce inconsistent socialization.

Areas of professionalism addressed

! Membership in professional organizations
! Pride in the profession
! Life-long learning
! Selflessness

Special issues involving planning / promotion / implementation

Professional organization affiliated programs may require membership for participation. The
development of programs within academic institutions requires tremendous planning and resources.
Committees and/or task forces are recommended to ensure assistance with program and activity
development and implementation.

Examples of programs and resources

! Professional organizations:
o APhA-ASP Virtual Mentoring Program -
http://www.aphanet.org/students/mentoring.new/whatisvm.html
o ASHP Virtual Mentoring Exchange -
http://www.ashp.org/virtualmentoring/index.cfm?cfid=925260&CFToken=14907473
o ASCP Resource Network - http://www.ascp.com/member/network/
o ACCP mentoring program under development
! Examples of academic institutions with mentor programs
o University of the Pacific
o Shenandoah University (Non Traditional PharmD)
o Creighton University

Reference
Haines S. The Mentor-Protégé Relationship. Am J Pharm Educ. 2003; 67(3):82.

71
E. Service Learning

Description of activity
Service learning programs are being developed to increase student awareness of cultural diversity and
other societal issues. Medical management is often of secondary importance. Site and/or activity
selection will depend on college and school missions, physical abilities, individual interests and/or
collaborative initiatives or partnerships. Affiliate organizations include but are not limited to local
pharmacies, medical facilities (hospitals, long-term care facilities, home health care, and hospices),
professional organizations or fraternities, federal agencies (Public Health System), or religious
organizations. Senior citizens, children and adolescents, indigent populations and mentally or physically
challenged individuals are often identified as target audiences.

Rationale
Service learning programs help to increase student awareness of issues that are often overlooked, yet
directly impact the provision of pharmaceutical care. An additional benefit associated with these
activities is the enhanced visibility of pharmacists as healthcare providers.

Areas of professionalism addressed

! Community service
! Cultural awareness
! Empathy
! Ethical behavior / moral reasoning
! Selflessness
! Diplomacy
! Psychosocial awareness
! Pride in the profession
! Confidentiality
! Inter-professional involvement

Special issues involving planning / promotion / implementation

Similar to mentor programs, the development of these initiatives may require tremendous planning and
resources. Committees and/or task forces are recommended to ensure assistance with program and
activity development and implementation. Affiliation agreements may be required for student
participation within practice sites (i.e. liability, HIPAA, etc.)

Examples of programs and resources

! Additional service learning information under “Professional Years”
! Professional Organizations and Fraternities
! “My First Patient”, Butler University
! Nova Southeastern University
! Auburn University
! Butler University (“My First Patient”)
! Nova Southeastern
! Wilkes University

72
F. Community and Hospital Practicums (Introductory Experiences)

Description of activities
Introductory (early) experiences are an ACPE standard and therefore an expectation of all colleges and
schools of pharmacy. Similar to the other activities mentioned previously, curricular structure, goals and
objectives and duration of exposure will be institution–specific:

! Number of visits and activities (based on resources)

! Shadowing experience(s)
! Formal experience(s): individual or group

Rationale
The purpose of these activities is three-fold:
! Provide early exposure to a variety of pharmacy practice settings
! Promote the integration of didactics with practice (thereby decreasing the propensity towards
inconsistent socialization)
! Facilitate student mentoring and career counseling

Areas of professionalism addressed

! Numerous if not all (college- / school-dependent)
! These experiences afford the opportunity for student behavioral assessment. The Behavioral
Professionalism Assessment Form – Experiential (BPAE) developed by Dana Hammer is a valid and
reliable instrument utilized by many colleges and schools of pharmacy.

Special issues involving planning / promotion / implementation

The depth and breadth of curricular content is institution-specific. Being an ACPE requirement for all
colleges and schools necessitates curriculum committee oversight with full faculty approval. Planning,
promotion and implementation typically are performed by Experiential Education Departments or similar
entities.

Examples of programs and resources

Requirement for all colleges and schools of pharmacy

References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor
of Pharmacy Degree Adopted June 14, 1997.

APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student

professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf

Purkerson Hammer D, Mason HL, Chalmers RK, Popovich NG, Rupp MT. Development and testing of
an instrument to assess behavioral professionalism of pharmacy students. Am J Pharm Educ.
2000;64:141-151.

Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am J
Pharm Educ. 2000;64:455-464.

73
G. Classroom Workshops and/or Reflections

Description of activity
Classroom workshops and/or reflections afford students the opportunity to experience or be exposed to a
variety of practice scenarios, beyond what may be observed during introductory or advanced experiences.
Programming can be designed to promote awareness, foster the development of coping skills, and afford
students the opportunity to work through inconsistencies identified between didactic material and
professional experiences. A secondary objective is to share and discuss clinical cases and other scenarios
with peers in a controlled, nurturing environment.

Example topics for workshops and/or reflections include:

! Current events in pharmacy practice
! Role playing activities (clinical or professional)
! Identifying and developing career interests
o Career Pathway Program (APhA)
o Post-graduate education opportunities
o Practitioner roundtables
o Curriculum vitae / resume development and employment strategies
! Preparation of journal club and case presentations
! Benefits of professional organizations and leadership opportunities

Rationale
The goal of these experiences is to reduce inconsistent socialization. Directors / Coordinators, faculty and
preceptors should consistently reinforce and support didactic offerings and describe their relationship to
and/or place in daily practice. Discussions with students afford the opportunity to resolve any
discrepancies that may be identified, thus promoting a clearer appreciation of pharmacist roles and
responsibilities. These sessions can also be used to enhance student awareness of current events, career,
professional growth, and leadership opportunities.

Areas of professionalism addressed

Numerous; activity-dependent

Special issues involving planning / promotion / implementation

Planning and implementation requirements are similar to other didactic offerings.

Examples of programs and resources

! Class websites or discussion boards
! Student presentations: grand rounds, in-house seminars, etc.
! Colloquia: mandatory campus sessions for students involved with advanced experiences

2004 AACP School Posters:

“Professionalism Is More Than a White Coat: Beyond Rules and Rituals.” Cynthia J. Boyle, Jill A.
Morgan, Robert S. Beardsley, University of Maryland

“Professionalism: Mind, Body and Spirit.” Barry Bleidt, Nancy Kawahara, Sharon Hanson, Rebecca
Gryka, Gamal Hussein, Jennifer Hillman, Bruce Currie, and Avis Ericson. Loma Linda University
School of Pharmacy.

74
“Encouraging Professional Development in Pharmacy Education.” Cynthia P Koh-Knox, Steven A
Scott. Purdue University School of Pharmacy.

“Professionalism: A Critical Element in Pharmacy Education.” L Clifton Fuhrman Jr, Wayne E Buff,
Farid Sadik. University of South Carolina.

75
H. Inter-professional Experiences

Description of activity
Inter-professional experiences involve students and faculty from a variety of health disciplines. The goal
for pharmacy students is to gain an appreciation of how other health care providers approach patient care.
Activities range from case discussions to inter-professional patient care rounds (depending on student
level and institution capabilities).

Rationale
Inter-professional experiences broaden student perspectives and promote pharmaceutical care. In addition
these activities have been endorsed and encouraged by the Institute of Medicine (reference provided
below).

Areas of professionalism addressed

! Empathy
! Ethical behavior / moral reasoning
! Respect of self, peers and property
! Selflessness
! Communicate assertively
! Cooperative and diplomatic
! Appropriate attire and hygiene
! Cultural and psychosocial awareness
! Critical thinking
! Confidentiality
! Interdisciplinary involvement

Special issues involving planning / promotion / implementation

See also “Service Learning”

Examples of programs and resources

! Creighton University
! University of Cincinnati

Reference
Ann C. Greiner, Elisa Knebel, Editors, Committee on the Health Professions Education Summit. IOM
Report: Health Professions Education: A Bridge to Quality (2003); Accessible at:
http://www.nap.edu/books/0309087236/html/

76
I. Advanced Practicums

Description of activities
Advanced practicums are an ACPE standard and therefore an expectation of all colleges and schools of
pharmacy. Activities vary according to college and school curricular goals and objectives and
opportunities within practice locales. Practicum duration varies from four to six weeks, depending on
institution and/or practice site logistics.

Rationale
Advanced practicums build on introductory experiences, further solidifying the purposes previously
outlined. In addition, advanced practicums provide students the opportunity to obtain professional
practice experience under the guidance of a pharmacist.

Areas of professionalism addressed

! Numerous if not all (college- / school-dependent)
! These experiences afford the opportunity for student behavioral assessment. The Behavioral
Professionalism Assessment Form – Experiential (BPAE) developed by Dana Hammer, is a valid
and reliable instrument utilized by many colleges and schools of pharmacy.

Special issues involving planning / promotion / implementation

The depth and breadth of experiences are practice site- and preceptor-dependent. Being an ACPE
requirement for all colleges and schools necessitates full faculty approval when determining required,
selective versus elective experiences. Planning, promotion and implementation are performed by
Experiential Education Departments or similar entities.

Examples of programs and resources

Requirement for all colleges and schools of pharmacy

References
Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor
of Pharmacy Degree Adopted June 14, 1997.

APhA-ASP/AACP-COD Task Force on Professionalism. White paper on pharmacy student

professionalism. J Am Pharm Assoc. 2000;40:96-102. Also available at:
http://www.aphanet.org/students/whitepaper.pdf

Campagna KD, Boh LE, Beck DE, et al. Standards and Guidelines for Pharmacy Practice Experience
Programs. Am J Pharm Educ. 1994, 58(Winter Supplement):35S–45S.

Purkerson Hammer D, Mason HL, Chalmers RK, Popovich NG, Rupp MT. Development and testing of
an instrument to assess behavioral professionalism of pharmacy students. Am J Pharm Educ.
2000;64:141-151.

Purkerson Hammer D. Professional attitudes and behaviors: The “As and Bs” of professionalism. Am J
Pharm Educ. 2000;64:455-464.

77
 Extracurricular Activities
Best Practice Guidelines

Gail D. Caballes, University of Washington

Nanci L. Murphy, University of Washington

I. INTRODUCTION

Background
Extracurricular activities help build professional responsibility and leadership skills through active
involvement in professional organizations, patient advocacy programs and community service.
Advocating for appropriate legislation and regulations that ensure quality health care, addressing
problematic workplace issues, and creating new practice models that improve patient outcomes, are
examples of ways students can impact current professional challenges. Core values, attitudes and
behaviors that embody professionalism, such as respect and compassion for others, integrity, work ethic,
accountability, leadership, working well with others, altruism, and pride in the profession, are often
strengthened by participation in extracurricular activities.

Schools should create a learning environment that values student involvement and fosters the
development of desired professional behaviors. Extracurricular activities, such as service learning and
patient-care projects, can help make learning more meaningful by linking theory to practice. Student
pharmacists should be aware that as healthcare providers they must demonstrate professional competence,
provide compassionate health care, place the needs of their patients above their own, solve complex
problems, work effectively on health teams and adapt successfully to change. They may be more likely to
make informed and responsible ethical decisions if they are aware of professional norms, laws, and
ethical principles. Attention should also be directed at reducing negative influences (at both the school
and practice setting) that undermine student professionalism. Honor or conduct codes should include
standards related to both academic and professional integrity with published processes in place to address
unprofessional behaviors.

Schools should offer a variety of professionalism activities throughout the educational continuum. Many
schools plan white coat ceremonies for their students as part of the orientation process. Schools may also
host a program at the end of the 2nd or 3rd year that allow students to reaffirm their professionalism vows
and discuss challenges they have faced since entering pharmacy school. The Oath of the Pharmacist is
often recited at graduation ceremonies to remind students of their responsibility to serve others, with
“dignity, integrity and honor.”

Serving on faculty-student school committees, provides students an opportunity to contribute to the

quality improvement of their program. Participating in professional organizations at a local, regional or
national level, not only helps students improve leadership and team building skills, but also provides the
opportunity for them to truly “make a difference” in their profession.

Planning Elements
Advanced planning is key to a successful event. If faculty and practitioner participation is desired, it is
important that they are informed of project dates, well in advance of the planned activity. Besides
increasing faculty, student and practitioner participation in student events, early planning helps schools
with numerous student organizations prevent scheduling conflicts. This allows students the flexibility to
participate in several organizations’ activities.

78
As the role of the pharmacist continues to evolve, extracurricular activities should familiarize students to
these changing roles. Students may enter pharmacy programs unaware of the full range of practice
opportunities available in their state. Events should allow students to hone skills in counseling, health
screenings, immunizations, and so forth. Several schools have created an administrative position in the
Dean’s Office that oversees the design and assessment of student professional development initiatives.

Timelines
Advance notice of activities is an important planning element. When possible, student organizations and
committees should provide a schedule of events at the beginning of each school term/year to promote
better attendance. Notifying students of even tentative activity dates is helpful in mapping a general
schedule. Since this issue presents a challenge each year, student leaders should build on past experiences
to determine the most successful strategy.

Promotion
Early planning and scheduling is beneficial for the planning committee as well. The earlier a date is set,
the sooner important planning elements (e.g., promotional and recruitment activities) can be initiated.
Notifying the faculty in the previous quarter of upcoming plans for an important event might allow for
adjustments in the exam schedule if a conflict occurs.

Evaluation
Evaluation of the activity can benefit that activity in subsequent years. It is especially important to
include an assessment of what aspects of the event went well and what needs improvement. This
document can serve as a reference to troubleshoot problems in future events.

Reference
Slack and Murphy “Faculty Influence and other Factors Association with Student Membership in
Professional Organizations”AJPE, 59, 125-130(1995).

79
II. POSSIBLE ACTIVITIES

A. Professionalism Scholarships and Awards

Description of activity
Professionalism scholarships/ awards can be treated either as a combined or separate entity. A
recognition award may be presented to a student or faculty member who has demonstrated exceptional
professional behavior. This award can be offered annually to one student per class for a total of four
awards per year with the award for a 4th year student presented at his or her graduation ceremonies.
Nominations may be made by a student’s peers, instructors, the various deans, or practitioners.

Rationale
Offered annually, this recognition award can serve to encourage students to work on their professional
and personal development as they progress through the program. The award also demonstrates to the
educational and professional community, the value the school places on pharmacy professionalism.

Areas of professionalism addressed

Criteria for the award should be determined by each school, but could include:
! Relates well to faculty, staff and other students in a learning environment
! Demonstrating a commitment to the profession supported by a strong worth ethic
! Cheerfully provides service to the community through philanthropic endeavors and civic
responsibilities
! Demonstrating a continuing commitment to excellence and follow-through in fulfilling commitments
! Consistently exceeds expected performance
! Contributes to a culture that promotes professionalism.

The award can reflect any of the following depending on the award criteria:
! Different individual areas of professionalism
! Recognizes a student who exemplifies the highest standards of professionalism.
! Recognizes a student with the greatest improvement in professional behavior

Special issues involving planning / promotion / implementation

The school or college should establish a committee to develop the award criteria and select the award
recipients. If a scholarship is to be established, sources of funding also need to be identified.

Examples of programs and resources

! APhA-ASP Mortar and Pestle Professionalism Award
! University of Washington - Professionalism Recognition Award criteria
! Humanism in Medicine Award – http://www.aamc.org/about/awards/humanism.htm
! Campbell University (scholarship based on participation)
! Purdue University
! Ohio Northern University
! Ohio State University

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B. Professionalism Committees
Description of activity
Professionalism committees can serve as the catalyst for professionalism activities in the school. Many
schools have created professionalism committees specifically for this purpose. Although not all current
committees are called professional committees per se they may perform similar duties.

Rationale
A separate committee designed to foster a “culture of professionalism” can help give this issue the
attention it requires. A professionalism committee, after defining professionalism and professional
behavior, could help promote professional development on their campus. Whether this means organizing
campus activities that promote professionalism or rendering decisions on honor code violations, this
committee would oversee and respond to issues related to professionalism.

Areas of professionalism addressed

Professionalism committees perform a self-regulating function; students accept a shared responsibility for
professionalism at their schools.

Special issues involving planning / promotion / implementation

Committees may consist of faculty or deans, members of each student organization, as well as
representatives from each pharmacy class. Although representation from these groups is very important,
arranging meeting times that accommodate the different class schedules, exam dates, and for some
schools, different campuses, may be a challenge. Selection of members and committee chair(s) are at the
discretion of each school or college of pharmacy. However, the chair or co-chairs should themselves,
represent high standards of professional behavior and be familiar with the professionalism concerns of
their school.

Examples of programs and resources

! University of Mississippi – “Report of the Student-Faculty Relations Committee on Developing
Professionalism in Students”
! Duquesne University
! Mercer University
! University of California, San Francisco
! University of Washington
! Virginia Commonwealth University
! Purdue University
! Nevada College of Pharmacy
! University of Rhode Island
! Massachusetts College of Pharmacy and Health Sciences, Boston

2004 AACP School Posters:

“Promoting Professionalism in Pharmacy Education at The University of Mississippi.” John P.
Juergens, John P. Bentley, Alicia S. Bouldin, and Marvin C. Wilson, The University of
Mississippi.

“A Strategic Approach to Student Professional Development at the University of Missouri-

Kansas City School of Pharmacy.” Maureen Knell, Mary L. Euler, Patricia A. Marken, University
of Missouri- Kansas City.

81
Reference
Berger BA, Butler SL, Duncan-Hewitt W, Felkey BG, Jungnickel PW, Krueger JL, Perry CR, Taylor C.
Changing the Culture: An Institution-wide Approach to Instilling Professional Values. Am J Pharm Educ.
2004; 68(1): 22

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C. Patient-care Projects
Description of activity
Patient-care projects involve pharmacists, faculty and pharmacy students performing a wide range of
clinical activities. This could include bone-density, cholesterol, and diabetes screening, as well as
monitoring blood pressure, determining body fat composition, and providing counseling on emergency
contraception, smoking cessation, stroke prevention and so forth. Patient-care projects can take place on
campus, at health fairs, local pharmacies or other community locations.

Rationale
The role of the pharmacist has greatly evolved. Patient-care projects broaden access to health care and
raise public awareness on the pharmacist’s role in community health.

Areas of professionalism addressed

Pharmacy students, under the supervision of pharmacist preceptors, are responsible for performing
screenings, counseling on the results, and answering questions patients may have regarding their health
conditions. This requires a student who is knowledgeable, listens, and is able to deliver adequate and
accurate information in a competent manner. Commitment to excellence; pride in the profession and
serving patients and society-at-large are other professionalism areas addressed.

Special issues involving planning / promotion / implementation

Students need to be competent in the planned activities, which often require additional training. Cost of
supplies and transportation are also other important considerations. Since pharmacist preceptors are
necessary to supervise screenings, advanced planning and early notification is imperative.

Examples of programs and resources

! Operation Immunization (APhA-ASP)
! Operation Diabetes (APhA-ASP)
! World Asthma Day (ASHP)
! Legislative Day Screenings
! Kick Butts Day
! Breast Cancer Awareness
! Poison Prevention
! Elder Care Programs
! Disease State Screenings: blood pressure, glucose, and cholesterol levels
! Caring for Community: A National Medical Student Service Project:
www.aamc.org/about/awards/cfc.htm
! HHS Secretary’s Award for Innovations in Health Promotion and Disease Prevention competition
! University of Iowa
! University of Washington
! University of Rhode Island
! University of Southern California

2004 AACP School Posters:

“Promoting Professionalism at the Raabe College of Pharmacy.” Kimberly A. Broedel-Zaugg,
Jeffery C. Allison, Thomas P. Faulkner, Ohio Northern University.

“Professionalism in Pharmacy Education: The University of Southern California School of

Pharmacy.” Kathleen H. Besinque, University of Southern California.

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D. Poster Presentations
Description of activity
Posters that highlight research projects or practice innovations are often displayed at various local, state or
national association meetings. Posters can be created on individual student projects or research, as well as
other unique activities the student is involved in.

Rationale
Posters not only serve as a means to share new information and ideas, but also to recognize outstanding
students. Enhanced presentation skills and practice creating posters are made possible with this activity.

Areas of professionalism addressed

Advancing knowledge through scholarship is an important part of professional development. Students
should not only possess the knowledge to make them competent pharmacists but also effectively deliver
their message to a diverse population.

Special issues involving planning / promotion / implementation

It is not unusual for a project and subsequent poster to be completed as an extracurricular project. Time
management and coping skills may be tested when combining these activities with a full academic course
load. Posters are typically presented at out-of-state conferences or meetings, which can conflict with a
student’s class schedule and are often expensive to attend.

Examples of programs and resources

! Pharmacy Student Research Conference
! AACP-Novo Nordisk Pharmacy Practice Diabetes Program
! ASHP Midyear Meeting
! AACP Meeting
! APhA Meeting
! ACCP Meeting
! ASCP Meeting
! University of Washington
! AACP Merck Scholar Program (now discontinued)

2004 AACP School Poster:

“A Curricular Roadmap of Professionalism.” Carriann E. Richey, Sue Bierman, Trish S. Barton,
Patricia Chase, Butler University.

84
E. Patient Counseling Activities/Competitions

Description of activity

Patient counseling activities include any event that allows student pharmacists to provide patients with
important health information, under the supervision of a licensed preceptor. This could include
information regarding medications, health conditions, as a component of healthcare screenings, and so
forth. Participation in these activities helps students gain confidence in their patient counseling skills and
respond to patient concerns with sensitivity and compassion.

Rationale
Patient counseling occurs throughout the day, every day at pharmacy worksites. Not only does
counseling involve information on drug therapy (directions for use, safety concerns, expected outcomes,
etc.) but it also involves how this information is delivered, how well the pharmacist is able to listen to
what the patient has to say, and how caring the pharmacist actually is toward the patient’s concerns. The
best way for a student to learn the art of patient counseling is to practice and receive helpful feedback
from their preceptors.

Areas of professionalism addressed

Counseling practice allows students the opportunity to strengthen their communication skills, listening
skills, and professional behavior. It also helps students learn how to build patient relationships, honoring
patient privacy, autonomy and dignity.

Special issues involving planning / promotion / implementation

In order for students to carry out counseling projects that serve the public, there needs to be pharmacists
willing to act as preceptors to oversee the student’s activity. Counseling competitions require professors
and/or pharmacists wiling to serve as judges for long hours of pre-taped counseling. Both activities
involve varied, unpaid time commitments

Examples of programs and resources

APhA-ASP National Patient Counseling Competition

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F. Developing a Portfolio

Description of activity
Self-assessment and reflection are important components of continued professional development. Many
schools are utilizing portfolios (electronic or paper) as an important method to encourage student
reflection. One plan developed by Dr. Renae Chesnut at Drake University uses personal “SOAP” notes
(see below).

Rationale
Providing an opportunity for students to actively reflect on key issues appears to be effective in fostering
personal and professional growth. This activity also encourages students to strive for self-improvement
and assume responsibility for their own professional development.

Areas of professionalism addressed

Commitment to self-improvement; pride in the profession (advancing the level of health care by serving
patients and society-at-large

Examples of programs and resources

! Personal “SOAP” Notes – Renae Chesnut (Drake University)
SOAP notes have been recognized by health professionals as a consistent and complete method to
effectively document, evaluate, and communicate a patient care plan. This concept has been
applied to a self-assessment and goal setting exercise for pharmacy students. As part of the
requirements for an orientation course, students complete the SOAP notes on-line document. In
these Personal SOAP Notes, the students list the following:

Subjective thoughts on pharmacy, their progress in the curriculum, and their professional
development;

Objective measures including grade points and the scores from various assessment
instruments;

Assessment of future development needs; and a

Plan for accomplishing those goals.

The on-line form eliminates the need for several reflective papers, and students are able to easily
track their completion of the course requirements. In addition, the students become accustomed
to the use of this tool prior to entering the professional course work. This health care
documentation tool provides a framework for pharmacy student portfolios which allows the
opportunity for student self-assessment, development, and goal-setting.
!
Examples of programs and resources
See also “Professional Portfolio” under “New Students”
! Drake University
! Purdue University
! Massachusetts College of Pharmacy and Health Sciences at Boston
! Creighton University

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G. Honor Codes
Description of activity
Honor codes state the school’s policies regarding academic integrity and professional behavior.
Zimmerman and Kier, surveyed the nation’s pharmacy schools and found that 76% of the pharmacy
schools who responded to their survey enforce honor codes. Schools who report stricter penalties, such as
mandatory dismissal also appear to have fewer infractions than other institutions.

Rationale
The high degree of respect given to pharmacists is based on the public’s trust and confidence in our
integrity. Students are considered members of the profession when they enter pharmacy school and are
expected to demonstrate high standards of ethical conduct. Ignoring infractions of the honor code could
affect the student body in several ways. If students feel the honor code is not taken seriously, the number
of infractions could increase. Also, students who demonstrate ethical conduct may experience a decline in
morale if unprofessional behavior is not addressed.

Areas of professionalism addressed

Integrity, honesty, accountability, respect for the rights of others

Examples of programs and resources

! Ohio Northern University
! Auburn University
! University of Southern California
! Creighton University

2004 AACP School Poster:

“A Survey of Adoption and Implementation of Honor Codes at US Colleges of Pharmacy, poster
presentation, Zimmerman N, Kier, K, The Raabe College of Pharmacy, Ohio Northern
University.”

87
H. Broadening the Scope of Practice

Description of activity
Student pharmacists should be encouraged to take an active role in developing or changing policies that
improve health care delivery. Through political advocacy, students have the opportunity to influence
future directions of practice.

Rationale
Experience has shown that having the opportunity to act as change agents in school, gives students the
confidence to continue these activities as practitioners.

Areas of professionalism addressed

Creativity and innovation, commitment to self- improvement of skills and knowledge, pride in the
profession, leadership

Examples of programs and resources

! See also “Political Advocacy” course offerings
! Legislative Days
! “Fix the Law Project”, Dr. Tom Hazlet. University of Washington
! NCPA Pruitt-Schutte Student Business Plan Competition-Tom Murray
! Leadership Project: University of Washington (Shelby Bottemiller, Elizabeth Cox, Nicole
Klosterman, Sonj Hammes, Khanh Hoa Tran)

88
I. Leadership Conferences
Description of activity
Leadership conferences are designed to enhance both individual and group leadership skills and provide
opportunities for networking. Speakers may include CEOs and VPs of health organizations or
professional organizations, legislators, and community leaders. An interactive workshop familiarizes
students with important leadership skills. Students are then given the opportunity to solve professional
challenges by working on project in small groups.

Rationale
The purpose of these conferences is to help participants strengthen their leadership and team-building
skills and to apply these skills in completing an assigned group project.

Areas of professionalism addressed

Creativity and innovation, service orientation, commitment to self-improvement of skills and knowledge,
conflict resolution, leadership

Special issues involving programming and implementation

! Funding
! Selection of students
! If a joint conference between two or more pharmacy schools, identifying a conference site with
overnight accommodations
! Travel arrangements- although the University of Maryland has taken advantage of technology to link
schools

Examples of programs and resources

! Cardinal Health Student Leadership Conference
! Dr. Renae Chesnut, Drake University
! Dr. Robert Johnson, Auburn University
! Dr. Robert Beardsley, University of Maryland
! Dr. Bill Fassett, Washington State University
! Dr. Nanci Murphy, University of Washington
! Dr. Keith Marciniak, APhA-ASP
! Loma Linda University
! Schools with branch campuses

References
Bazil M, Kirschenbaum, “Student Membership on Standing Committees at Colleges and Schools of
Pharmacy”, Am J Pharm Educ;62, Spring 1998 pg. 66-71.

2002-2003 Successful Practices in Pharmaceutical Education

http://www.aacp.org/Docs/MainNavigation/Resources/4945_LeadershipDevelopment.pdf

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J. Mentor Programs
Description of activity
The responsibilities of a mentor may include, exposing a student to new opportunities, assisting the
student in defining goals, nurturing his or her natural talents, providing regular feedback, and modeling
professional values and behaviors. Many schools invite practitioners to lecture in the classroom or act as
course facilitators, to encourage interactions between students and positive role models. Structured
mentor programs may be available through schools or professional organizations.

Rationale
Mentoring can benefit the mentor and mentee in terms of professional development and growth.

Areas of professionalism addressed

Multiple areas.

Examples of programs and resources

! See also other Mentoring sections in “New Student” and “Extracurricular” sections
! Virtual Mentors
o APhA, ASHP, NCPA, ASCP state pharmacy associations (Texas)
! Alumni mentor programs
o University of Michigan
o University of Washington.
! New student mentor programs
o MAPS (Mentoring and Activities for Pharmacy Students)
! Monster Trak
o Drake University
o http://www.monstertrak.monster.com/
! What is a successful mentor?
o http://www.tshp.org/Programs/LDP-Mentor/WhatIsAMentor.asp
! Professional Development Advisor Program
o University of Missouri at Kansas City
! Auburn University
! University of California, San Francisco
! University of Florida

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K. Interprofessional Activities
Description of activity
The Institute of Medicine in its recent report, “Bridge to Quality” states the importance of creating
effective interprofessional teams. Participating in joint activities often helps students from different
health professions become familiar with and appreciate each other’s area of expertise. It is believed that
this heightened awareness and respect enhances their future collaboration as practitioners.

Rationale
“Health care professionals need better preparation in order to provide the highest quality and safest care,
and to function at optimum levels in a changing and increasingly complex 21st century health system”
Ann Greiner, Institute of Medicine

Areas of professionalism addressed

Ability to communicate and interact effectively with patients, family, colleagues and other health
professionals

Examples of programs and resources

! White coat ceremonies with other professions (Midwestern-Glendale)
! Orientation ceremony with other health sciences students that describes the different roles of each
health professional- Chatauqua (University of Washington)
! Interprofessional patient projects to help reduce health disparities, chronic health problems
o University of Iowa Mobile Clinic
o University of Washington- A Collaborative Effort to Provide Quality Care to the Homeless
http://www.aacp.org/Docs/MainNavigation/NewsRoom/5430_AACPAugust

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L. Etiquette Dinner

Description of activity
A professional etiquette dinner offers instruction in basic table manners and appropriate dining in a
business setting. The dinner should represent what might be served at a typical meal for business
purposes, including a salad or appetizer, entrée, and dessert. Require participants to wear professional
business attire. Make the experience as close to a real restaurant as possible. Arrange to have waiters,
hosts or hostesses. Before each course, provide instruction on proper utensil selection and table manners.
Provide a checklist of proper dining behavior and as well as worst-case scenario examples consisting of
things that could happen. Allow for ample time for questions from the student guests.

Rationale
Table manners are an integral part of non-verbal communication. Formality in dress, grammar, and
manner fosters better respect for the individual.

Areas of professionalism addressed

This activity helps student demonstrate self-confidence, courteous behavior, appropriate boundaries in
work or learning situations, and ability to communicate and interact effectively with patients, family,
colleagues and other health professionals.

Examples of programs and resources

! University of Maryland

2004 AACP School Poster:

“Intentional Professionalization Strategies Across the Pharmacy Education Experience (or Baking
the Perfect Soufflé).” Pamela U. Joyner, University of North Carolina at Chapel Hill.

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M. Monthly Column on Professionalism

Description of activity
Devote a monthly or periodic column to particular professionalism issue in college and student
publications, such as Pharmacy Student, chapter newsletters, and state association publications. The
column may help pharmacy leaders raise awareness of professionalism issues to students, faculty and
practitioners.

Rationale
The column will consistently emphasize the importance of professionalism to those within the pharmacy
community and will provide resources and discussion to address common professionalism dilemmas.

Areas of professionalism addressed

Pride in the profession, service orientation, raising the general public’s awareness on the requisite
knowledge, skills and abilities required of a practicing pharmacist.

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 Appendixes
Appendix A - Experiential Rotation Timeline (P1 - P3)

Month P1 Activities P2 Activities P3 Activities

Orientation: Orientation: Orientation:
-Early Experience -Early Experience -Early Experience
August
-Portfolios -Portfolio review -Portfolio review
-Mentoring -Mentoring -Mentoring
Programs (examples):
Programs (examples):
Programs (examples): -Review professionalism,
-Review professionalism,
-History of Pharmacy cultural diversity and
cultural diversity and
September -Professionalism interdisciplinary care
interdisciplinary care -
-Cultural diversity -Career opportunities
Community / Hospital
-Interdisciplinary care -Development of CV / resume
Site Visit(s)
and interviewing skills
Mentoring activity
Mentoring activity Faculty / Clinical Site Visits:
Mentoring activity
October Community / Hospital Ambulatory Care, Long-term
Service Learning
Site Visit(s) Care, Internal Medicine
and/or Critical Care
Community / Hospital
November Career fair
Site Visit(s)
Introduction to Advanced
December
Practicums
Programs:
Community / Hospital -Assessment of career
January Site selection
Shadowing interests

Community / Hospital Faculty / Clinical Site Visits

February
Site Visit(s) Cont. Cont.
Community / Hospital Faculty / Clinical Site Visits
March
Site Visit(s) Cont. Cont.

April

Annual proficiency exams Annual proficiency exams Annual proficiency exams /

May
/ OSCE / OSCE OSCE
June Begin P4 rotations

94
 Appendix B - Experiential Rotation Timeline: P4

Month Student Faculty / Preceptor

Rotation orientation: Rotation orientation:
-Mentoring -Mentoring
June -Evaluation process -Evaluation process
-Professional organization involvement -Professional organization involvement
-Service learning -Service learning
Begin rotations
Begin rotations
July Portfolio review (ongoing)
Portfolio review (ongoing)
Career counseling (ongoing)
August Advisory board meeting
Programs (examples):
-Post-graduate education
-Career opportunities
September
-Development of CV/resumes and
interviewing skills
-Financial planning
Pharmacy Week – consider activity
Mentoring activity
Preceptor training
October Employment / residency update for students
Employment / residency update for students
attending ACCP and/or ASHP Meetings
attending ACCP and/or ASHP Meetings
Career fair
November Career fair
Advisory board meeting
December

January Mentoring activity Mentoring activity

February Advisory board meeting

Programs (examples):
March -Transitions Preceptor training
-Life-long learning tips
April Awards ceremony Awards ceremony
NAPLEX review Advisory board meeting
May Annual proficiency exams / OSCE Assist with NAPLEX review and annual
Senior survey proficiency exams / OSCE
June Graduation Graduation

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Appendix C – Professionalism Competency in the Curriculum
Provided by the University of Georgia

Fulfilling Professionalism Requirements

in the Doctor of Pharmacy Curriculum

In a professional school, the curriculum of study consists of knowledge, skills, abilities, and
attitudes/behaviors. The curricular goals and objectives of the Doctor of Pharmacy program at the
University of Georgia College of Pharmacy are articulated in the document entitled, Competency
Statements, Terminal Objectives, and Enabling Objectives for the Doctor of Pharmacy Program.
Procedures for addressing academic competency and progression associated with students’ knowledge,
skills, and abilities are addressed in the College’s Progression Policy. Procedures for addressing attitudes,
i.e., professional competency, are addressed by the following policy.

Professional behavior is expected among all students of the University of Georgia College of Pharmacy in
order to fulfill curricular requirements for graduation. Professional attitudes/behaviors, as well as
examples of unprofessional behavior, are discussed with students during Orientation, stated in various
course syllabi, and reinforced at selected points throughout the academic year. Students who exhibit
appropriate behaviors/attitudes progress in the professional components of the curriculum, whereas
students who do not display competence in professional behaviors and attitudes are subject to informal
and/or formal corrective action.

Any student, faculty, staff member, or individual associated with the College’s academic programs may
report a student for lack of professional behavior to the Assistant Dean for Student Affairs. Under usual
circumstances, the incident should have been brought to the student’s attention and resolution attempted
before reporting the incident to the Assistant Dean.

Upon receiving a report regarding unprofessional behavior, the Assistant Dean will determine the
legitimacy of the report in accordance with his/her interpretation of Competency Statement 10 (in the
College’s document on educational outcomes, Competency Statements, Terminal Objectives, and
Enabling Objectives for the Doctor of Pharmacy Program), the severity of the incident, and the urgency
by which it needs to be addressed administratively. Depending on the nature of the behavior, the
Assistant Dean may act on a single behavioral report or wait to act until he/she receives multiple reports
of unprofessional behavior on a student. Once the Assistant Dean determines that administrative action is
warranted, each case will be addressed in the following manner:

1. For the first action to address unprofessional behavior, the Assistant Dean will meet with
the student to counsel him/her on the seriousness of the behavior and the potential
consequences to the student of such actions, including potential dismissal from the
College of Pharmacy for repeated unprofessional behavior. The discussion will also
include strategies to correct the behavior or address the problem. Following the session,
the student and Assistant Dean will sign and date a statement acknowledging the student’s
behavior and his/her awareness of potential consequences for similar behavior in the
future. The Assistant Dean will notify the person(s) who initiated the complaint that the
student has been counseled.

2. For the next reported offense, the Assistant Dean will notify the student and the chair of
College of Pharmacy Professionalism Committee. The student will appear before the
Professionalism Committee to discuss the behavior. Following this session, the committee

96
 may recommend to the Associate Dean that the student be placed on professional
probation in the College of Pharmacy, a final warning of the impending consequences of a
third offense.

3. For subsequent problems with professionalism, the Assistant Dean will notify the student
and the Professionalism Committee. After meeting with the student, the Professionalism
Committee will recommend to the Associate Dean an appropriate course of action. The
outcome will be based on the type of unprofessional behavior and whether this is a new
behavior problem or continuation of an ongoing problem. Possible outcomes will be
professional probation, continued professional probation, suspension from the Doctor of
Pharmacy program for up to one year, or dismissal from the College of Pharmacy.
Students who receive continued professional probation or suspension will be dismissed
from the College of Pharmacy upon further problems with unprofessional behavior.

4. Students may appeal decisions of the Professionalism Committee to the Dean of the
College of Pharmacy.

UGA PROFESSIONALISM COMPETENCY STATEMENT

Demonstrate professional behaviors and values

TO 10.1 (Characterization) Display professional behavior toward faculty, staff, peers, patients,
and other health professionals in the classroom, laboratory, and clinical settings.

EO 10.1.1 (Organization) Modify behavior to interact effectively in classroom, laboratory,

and clinical settings.

! Shows courtesy to faculty, staff, peers, patients, and other health professionals
! Asks appropriate questions
! Asks questions in a respectful manner
! Does not initiate or participate in extraneous conversations
! Focuses on assignments
! Demonstrates ability to prioritize projects
! Demonstrates preparedness to interact in classroom, laboratory, and clinical settings

EO.10.1.2 (Organization) Modify behavior to communicate effectively with faculty, staff,

peers, patients, and other health professionals.

! Demonstrates courtesy and respect in verbal and written communications

! Uses language appropriate to the academic setting
! Addresses faculty, staff, peers, patients, and other health professionals with the
appropriate name and/or title
! Displays body language appropriate to the person and setting
! Takes initiative to update personal information (changes in name, address, phone
number) in various University and College databases

EO 10.1.2.1 (Organization) Demonstrate skills of conflict resolution.

! Demonstrates diplomacy in expressing opinions/ideas

! Resolves conflicts independently, effectively, and positively
! Defends ideas/positions when appropriate
! Addresses problems/issues initially with those involved (before bringing in outside
sources)

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 EO 10.1.2.2 (Synthesis) Formulate constructive evaluation of others= performance.

! Demonstrates use of appropriate and professional language

! Constructs a positive written/oral evaluation of others, pointing out strengths and
weaknesses
! Evaluates others in a direct, concise, clear, and honest manner
! Focuses the evaluation on the individual’s performance without making comparisons to
others

EO 10.1.2.3 (Organization) Display positive attitude when receiving constructive

criticism.

! Acknowledges criticism and determines the validity

! Formulates a plan for corrective action

EO 10.1.2.4 (Valuing) Formulate written communications with professional content

and tone.

! Uses clear, concise, professional, and appropriate language

! Differentiates the appropriate use and legality of various types of written communication
(e.g., e-mail, letter, memo, chart)

EO 10.1.2.5 (Organization) Demonstrate confidence in actions and

communications.

! Takes initiative when appropriate

! Identifies situations where assistance is needed
! Defends ideas/positions when appropriate
! Demonstrates poise/demeanor appropriate to one’s experience level
! Responds quickly, accurately, and decisively under pressure.

EO 10.1.3 (Organization) Show regard for persons in authority in classroom, laboratory, and
clinical settings.

! Challenges authority in an appropriate time, place, and manner

! Demonstrates regard for the other person’s position, responsibilities, time, commitments,
knowledge, and accomplishments
! Accepts decisions of persons in authority
! Differentiates decisions for which the other person has final authority

EO 10.1.4 (Organization) Demonstrate dependability to carry out responsibilities.

! Completes assigned tasks in a timely manner

! Completes tasks/assignments independently without supervision
! Completes tasks/assignments without reminders or interventions
! Acknowledges, clarifies, and carries out assignments and responsibilities

EO 10.1.5 (Valuing) Differentiate appropriate interpersonal interactions with respect to

culture, race, religion, ethnic origin, and gender.

! Demonstrates sensitivity toward others with choice of language, tone, and inflection
! Demonstrates sensitivity in tone of written and verbal communications
! Demonstrates appropriate physical interactions, including body language
! Demonstrates a tolerance of diversity

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EO 10.1.6 (Organization) Demonstrate regard for differing values and abilities among peers,
other health care professionals, and patients.

! Shows respect for others’ beliefs, opinions, choices, values, and socioeconomic status
! Demonstrates tolerance of others’ physical, mental, and social limitations

EO 10.1.7 (Characterization) Act with honesty and integrity in academic matters and
professional relationships.

! Demonstrates high moral and ethical standards

! Adheres to UGA Culture of Honesty policy
! Encourages honesty and integrity from peers
! Shows willingness to admit mistakes
! Shows willingness to admit deficiencies in knowledge and/or practice skills
! Shows willingness to seek corrective action for mistakes

EO 10.1.7.1 (Characterization) Demonstrate attitude of service by putting others=

needs above one=s own.

! Demonstrates sense of commitment

! Demonstrates commitment to the profession and its special needs
! Shows sensitivity to others’ requests/needs
! Demonstrates willingness to accommodate others’ needs or seeks alternative solutions
! Shows empathy toward others

EO 10.1.7.2 (Characterization) Demonstrate a desire to exceed expectations.

! Demonstrates pride in accomplishments

! Demonstrates professional involvement
! Demonstrates initiative to take on additional tasks without expectation of compensation
! Shows willingness to follow up after completing a task or assignment

EO 10.1.8 (Characterization) Promote appropriate drug-taking behavior.

! Recommends medications only when appropriate.

! Dispenses medications in accordance with established rules, regulations, or laws
! Does not abuse/misuse prescription drugs
! Does not abuse/misuse nonprescription drugs
! Does not use illegal drugs/substances
! Does not abuse alcohol
! Seeks treatment for potential substance abuse problems
! Refers others for substance abuse problems

EO 10.1.9 (Characterization) Demonstrate professional interactions with patients

! Demonstrates concern, empathy, and respect for patients

! Demonstrates willingness and ability to listen to patients
! Recognizes and respects patients’ needs for personal space
! Asks appropriate questions and provides factual information

EO 10.1.9.1 (Comprehension) Describe the covenantal relationship between a pharmacist and

patient.

! Maintains nonjudgmental demeanor with patients

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 ! Shows respect for patient confidentiality
! Adheres to rules, regulations, and laws governing patient confidentiality
! Acts in the patient’s best interests
! Demonstrates tolerance of diversity

EO 10.1.9.2 (Analysis) Identify instances when one=s values and motivation are in
conflict with those of the patient.

! Considers cost, benefit, risks, and side effects in relation to the patient’s health care
needs
! Considers the patient’s cultural, religious, socioeconomic, and lifestyle needs when
making recommendations

EO 10.1.9.3 (Organization) Relate to patients in a caring and compassionate

manner.

! Shows concern for patients

! Shows respect for patients’ culture, religion, socioeconomic status, and lifestyle
! Formulates empathetic responses to patients

EO 10.1.9.4 (Organization) Demonstrate ethical standards related to pharmacy

practice.

! Identifies references/sources containing ethical standards related to pharmacy practice

! Develops an acceptable basis for formulating personal ethical standards

EO 10.1.10 (Characterization) Exhibit fitting behavior when representing the University of

Georgia College of Pharmacy in extracurricular activities and professional
meetings outside the College of Pharmacy.

! Adheres to UGA student conduct regulations

! Dresses in an appropriate professional manner
! Attends and participates in program sessions
! Demonstrates courtesy and respect to others in meetings and programs

TO 10.2 (Characterization) Demonstrate punctuality in academic and professional environments.

! Arrives prepared and on time for required classes, labs, and experiences
! Notifies instructor or preceptor in advance or at earliest possible time with regard to
absence or tardiness
! Notifies preceptor in advance for information about upcoming rotation

EO 10.2.1 (Responding) Adhere to established times for classes, laboratories, clerkships,

and meetings.

! Acknowledges academic priorities over personal commitments

! Shows respect for professors’ and preceptors responsibilities/time commitments outside
of established class/meeting times
! Performs throughout the allotted times for class, labs, and experiences
! Asks permission from professor or preceptor to alter established schedule and accepts
final decision

EO 10.2.2 (Responding) Comply with established verbal and written deadlines.

! Keeps up-to-date with deadlines
! Shows responsibility for maintaining information regarding assignments

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 ! Completes assignments without reminders

EO 10.2.3 (Responding) Respond to requests (written requests, verbal questions, e-mails,

telephone calls) in a timely fashion.

! Demonstrates responsibility to check mail, e-mail, voice mail, and other forms of
communication on a regular basis in order to receive requests/assignments
! Acknowledges established deadlines or sets deadlines appropriate to the request
! Completes assignments on time or within an acceptable time frame

EO 10.2.4 (Responding) Perform pharmaceutical care responsibilities in a timely manner.

! Prioritizes tasks in relation to a patient’s needs

! Performs tasks in a timeframe consistent with a patient’s needs.

TO 10.3 (Characterization) Maintain a professional appearance when representing the College of

Pharmacy.

! Takes into account perceptions and values of patients and other health professionals
when determining one’s professional appearance
! Follows established guidelines in classroom, laboratory, and patient care settings
regarding appearance
! Takes initiative to identify appropriate appearance when guidelines are unclear or not
specified

EO 10.3.1 (Valuing) Modify dress appropriate to classroom, laboratory, clinical, and

professional settings.

! Adheres to established guidelines regarding dress, jewelry, and body adornments

! Recognizes and respects authority of faculty and preceptors with regard to determining
appropriateness of dress, jewelry, and body adornments
! Values the importance of dress, jewelry, and body adornments for conducting effective
patient interactions

EO 10.3.2 (Valuing) Maintain personal hygiene and grooming appropriate to the academic
or professional environment.

! Follows established guidelines regarding personal hygiene and grooming

! Considers health implications for others with regard to personal hygiene (e.g.,
handwashing, cologne, tobacco products)
! Values the importance of personal hygiene and grooming for effective interpersonal
interactions

TO 10.4 (Responding) Comply with student health requirements for working with patients in
various health care environments.

! Demonstrates awareness of various health requirements regarding personal and patient

health and safety
! Complies with requirements for routine medical test (e.g., PPD, drug screening) needed
for working in various health care settings
! Complies with deadlines for fulfilling student health requirements

TO 10.5 (Organization) Maintain appropriate records (e.g. intern license, CPR certification,
immunizations, insurance, skills) to demonstrate professional competence.

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 ! Produces records upon request from authorized faculty, staff, preceptors, or health care
facilities
! Maintains appropriate renewals of credentials and licenses

TO 10.6 (Responding) Comply with federal, state, University, College of Pharmacy and
institutional requirements regarding confidentiality of information.

! Completes required training related to confidentiality of information

! States regulations regarding confidentiality of patient information
! States requirements for maintaining confidentiality of institutional data

TO 10.7 (Characterization) Produce quality work in academic and professional settings.

! Takes initiative to have standard of work defined

! Responds to constructive criticism to improve quality of work
! Takes initiative to prepare adequately for classes, labs, meetings, or experience training
! Demonstrates completeness in carrying out assignments

EO 10.7.1 (Organization) Utilize time efficiently.

! Conducts personal business outside established times for classes, labs, or experience
training unless authorized
! Demonstrates good organizational skills
! Prioritizes responsibilities in carrying out assignments
! Demonstrates ability for multi-tasking

EO 10.7.2 (Organization) Demonstrate self-direction in completing assignments.

! Seeks assistance from faculty, TA’s, or preceptors to clarify assignments or directions

! Maintains focus in completing assignments
! Demonstrates ability to work independently

EO 10.7.3 (Characterization) Demonstrate accountability for decisions.

! Accepts responsibility for personal, academic, and patient-care decisions

! Provides rationale for decisions in a professional manner
! Documents actions and outcomes of decisions

EO 10.7.4 (Characterization) Demonstrate characteristics of lifelong learning.

! Keeps abreast of changes in drug therapy and disease management

! Keeps abreast of changes in laws, rules, and regulations pertaining to the practice of
pharmacy
! Takes initiative to research questions or problems independently
! Critically evaluates the accuracy and validity of information related to patient care

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