This is the first of a series of courses taught over three years of the program which will provide the required knowledge and skills to effectively manage patients’ drug therapy. In addition to covering selected therapeutic topics, the course will integrate relevant pathophysiology, pharmacology, clinical pharmacokinetics, selected pharmaceutics and principles of evidence-based pharmacotherapy. Principles of drug therapy in geriatrics, pediatrics and other special populations will be addressed. Various learning and teaching methodologies will be used including didactic teaching, small group case discussions, and in-depth discussions of cases in small case study seminar groups. This course will help students prepare for the Medication Therapy Management course and the other Pharmacotherapy courses.

Medication Therapy Management (MTM) involves a partnership between the patient, pharmacist, and other healthcare providers to promote safe and effective medication use so that desirable patient outcomes are attained. It is founded on the philosophy of Pharmaceutical Care, and may encompass an array of services, whereby the pharmacist employs a systematic patient-centered approach to define and achieve goals related to optimal pharmacotherapy. The MTM series of courses will be delivered longitudinally over three years of the undergraduate program, with MTM 1 being the first of the four-part course series. MTM 1 will allow students to begin to apply knowledge and develop skills needed to undertake MTM, with content drawn from co-requisite and pre-requisite courses. Lecture and laboratory sessions will be designed to facilitate guided, independent, and collaborative learning. A key element of MTM 1 is that students will have the opportunity to undertake the role of a pharmacist in a simulated community practice and will be responsible for various tasks such as conducting patient interviews, assessing the appropriateness of pharmacotherapy, providing medication-related patient education, actively participating in the medication-dispensing process, responding to drug information queries from patients and health care providers, documenting pharmacotherapeutic recommendations, and interpreting the pharmacist’s ethical and legal obligations within provincial and federal regulatory frameworks. This course will introduce and develop fundamental knowledge, skills and attitudes intrinsic to the pharmacy student’s professional identity development; these attributes will be transferable to diverse practice settings, and prepare students for their first year early experiential rotation.

This course introduces pharmacy students to Canada’s health care system, including the structures, functions and the policies that underpin health care services. Students will learn about the roles and responsibilities of the key health care providers in a variety of health care settings. Students will gain insight into how and where pharmacy and medications fit within the larger system of care. Historical context will be used to explain why the health care system exists and critical reflection will be encouraged to explore how and why the system may be evolving, especially with respect to the roles that pharmacists and other professionals play within the system. The course provides an introduction to essential management, communication, leadership, and interprofessional skills that are required by health care professionals. Interprofessional collaboration is a key component to optimal patient care and an efficient health care system. Students will participate in small groups with other health professional students to explore team work, roles and team dynamics.

Pharmacy informatics introduces students to two core types of information: 1) patient-specific information created in the care of patients and 2) knowledge-based information, which includes the scientific literature of health care. Informatics also implies the use of technology in managing information and knowledge. Students will develop the introductory knowledge and skills to assume responsibility for identifying, accessing, retrieving, creating and exchanging relevant information to ensure safe and effective patient care throughout the medication use process. This course will utilize an innovative e-Resource and ample opportunity to develop skills in this emerging area.

This course is composed of three components: 1) introduction to sociological theories and concepts that impact health and health care; 2) introduction to professionalism and ethics and 3) introduction to the ways in which individual psychology shapes and affects health and health care. Topics such as the social determinants of health and related ethical issues; the social construction of disease; and the exploration of when and why people seek health care services will be used to stimulate discussion about how social forces impact pharmacy practice. Codes of ethics and other ethical principles for guiding professional practice in pharmacy will be discussed through the analysis of ethics cases. Behaviouralist, cognitivist, developmentalist, and psychoanalytic theories will be used to help students understand the range of responses and behaviours individuals may demonstrate when dealing with health-related issues. Students will apply these theories to discussion of different patient education (counselling) approaches designed to optimize personal and health-related outcomes.

As pharmacists, you are expected to integrate your knowledge and skills gained throughout the pharmacy curriculum to provide direct patient care. Pharmacy practice is calculations intensive and accuracy is critically important to safe and effective patient care. As medication therapy experts, patients and other health care providers value and depend on pharmacists’ expertise and accuracy in pharmaceutical calculations. Throughout the course, students will be required to complete pharmaceutical calculations with a focus on accuracy. A case based approach will be taken to familiarize students with real life examples of common calculations required to practice in community and hospital settings. The objective of this course is to prepare the student to apply knowledge and skills gained to other courses in the program, such as the early practice experience (EPE 1).

Many drugs act via the receptors and other proteins that mediate cellular signalling. Such proteins can be grouped into several families on the basis of their structural and functional similarities. Examples from each family are examined at the molecular level from a pharmacological, biochemical and biophysical point of view for insight into their structure, their mechanism of action, their modulation by drugs and the underlying dysfunctions toward which the drugs are directed. Basic principles of molecular pharmacology are introduced as a tool for decoding the relationship between dose and response across all families, with an emphasis on the explicit nature of concepts such as potency and efficacy.

Achieving effective treatment of a disease while minimizing adverse effects of a drug requires rational selection, formulation and administration of an appropriate dosage form. This course teaches the scientific background and technical aspects important in dosage form design, basic dosage forms and their therapeutic applications. This course will focus on the biopharmaceutical considerations and physicochemical foundation of various dosage forms. Discussion will include preformulation factors (melting point, solubility, viscosity, dissolution, particle and solid state properties), rheology, pharmaceutical solutions, pharmaceutical powders, colloids and dispersions, complexation, chelation, and protein binding.

This course examines aspects of mammalian biochemistry, metabolism and molecular immunology pertinent to pharmacologically significant drug actions in vivo. Where appropriate the biochemical basis, mechanism, and effect of specific drugs on human physiology are also discussed. In addition this course examines the biochemical basis of pharmacogenetics and metabonomics differences seen in different human populations.

This course is designed to introduce pharmacy students to the physiological and biochemical mechanisms which lead to pathological states and includes the laboratory investigation and follow-up associated with specific diseases.

This course will examine how physiologic and biochemical processes influence the fate of drugs in the body. The interrelationship between the physiochemical properties of the drug and the rate/extent of absorption will be explored. Mathematical modeling of the plasma concentration time curves following drug administration will constitute a major part of the course. Fundamental pharmacokinetic principles and quantitative relationships will be used to determine approaches in designing dosage regimens, evaluating pharmacologic response and explaining mechanisms of drug-drug interactions. The resulting theory will form the basis for selecting a particular route of drug administration, determining the frequency of administration and identifying patient factors which require a modification of normal drug dosing regimen.

This course introduces the student to the structure of the human body and its relationship to function. Following an introduction to basic human histology, the course will use a systemic approach to the study of human anatomy.

This course will introduce students to fundamental principles of pharmacology. The principles of drug receptor interactions will be examined and various examples of protein targets of drug action shall be presented. The pharmacology of drugs that modify fundamental physiological processes such as the autonomic nervous system and endocrine and autocrine pathways will also be examined to serve as a background for future pharmacotherapy modules.

This course is the first of two early experiential rotations. Students will undertake this first EPE-1 during the summer following Year 1 (sometime between May and August). Each student will actively participate in day-to-day services within a community pharmacy practice setting, thus enabling application of knowledge, skills and values introduced in faculty-based courses and simulated practice environments (laboratories). Required activities include prescription/medication order processing, patient education, drug information provision, medication history taking, and observation of/participation in patient safety processes in the practice setting. Students also need to demonstrate effective communication skills, professionalism and teamwork during the rotation.

Self-care perspectives and pharmacotherapy is the second in a series of Pharmacotherapy courses taught over three years. In addition to covering selected therapeutic topics relating to self-care, (primarily dermatology and EENT) the course will address principles of drug therapy in the practice context of self-care in which pharmacists work unsupervised as the primary health professional contact. It will build and enhance students’ knowledge and skills in the management of minor, self-limiting and self-diagnosed ailments, which is within the scope of practice for pharmacists. Special contextual issues relating to the pharmacist’s role in self-care, particularly communicating with patients; and the pharmacist’s responsibility in accurately assessing and triaging patients, developing care plans and monitoring for this patient population, including special populations of concern. Issues of preventing drug therapy problems related to patient self-selection will be part of patient safety concerns. This course will build on content and skills from PHM101H1 and PHM105H1. The course will be aligned to the other Pharmacotherapy modules and will provide the required knowledge, skills, attitudes and behaviours to effectively manage patients’ drug therapy in incorporating relevant schema recognition, pathophysiology, pharmacology, clinical pharmacokinetics, pharmaceutics and evidence-based authoritative sources of best practice pharmacotherapy.

This course is designed for pharmacy students to develop a broad understanding of pathophysiology, pharmacology, clinical pharmacokinetic and pharmacotherapy in major areas of endocrinology, nephrology and urology. The course will use a problem-based approach with emphasis on the integration and application of fundamental principles to specific clinical situations.

This course is designed to provide students with the knowledge in pathobiology, pharmacology, pharmacotherapy, clinical pharmacokinetics and relevant pharmaceutics required to be a practitioner in infectious diseases therapeutics. The course will be taught using a variety of techniques including on-line lectures, case-based learning and small interactive group learning.

This course is designed to provide students with the knowledge in pathobiology, pharmacology, pharmacotherapy, and clinical pharmacokinetics required to be a practitioner in cardiovascular therapeutics. The course will be taught using a variety of techniques including lectures and team-based learning.

This Medication Therapy Management (MTM) course is the second of the four-part series of simulated pharmacy practice courses. MTM 2 will enable a student to continue to apply knowledge and develop skills needed by a pharmacist to provide patient care, using a systematic patient-care process to define and achieve the goals of optimizing safe, effective pharmacotherapy. MTM 2 course content is drawn from relevant co- and pre-requisite courses. Lectures and simulated practice sessions are designed to facilitate independent and collaborative learning that will be transferrable to diverse practice settings and prepare a student for early experiential learning. Students will be responsible to perform and document a comprehensive patient assessment to identify, resolve and prevent drug therapy problems, and educate patients on the appropriate use of medications. Students will be required to assess a patient’s health status; integrate relevant information to recommend appropriate therapy, determine efficacy and safety endpoints for monitoring therapy, document a care plan, and appropriate follow-up parameters with patients to evaluate their response to therapy, in a simulated practice environment. Students will also actively participate in the medication dispensing process, prepare extemporaneously compounded pharmaceutical products and interpret the pharmacist’s professional, ethical and legal obligation within provincial and federal frameworks.

Medication Therapy Management 3 (MTM 3) is the third of a four-part series of simulated pharmacy practice courses that is delivered longitudinally over three years of the undergraduate program. MTM 3 builds on the skills developed in MTM 1 and MTM 2, focusing on more comprehensive, integrated patient centred care. MTM is founded on the philosophy of Pharmaceutical Care and involves a partnership between the patient, pharmacist, and other health care providers to promote safe and effective medication use to achieve desirable patient outcomes. MTM 3 provides students learning opportunities to apply and integrate materials learned through all courses in the curriculum to date, using simulated practice-based interactions to enhance their patient-care skills. Lectures will provide foundational material and skills which will be applied in the simulated interactions. Simulated interactions will focus on developing effective patient-centered management of multidimensional drug-therapy anchored in a professional context, in preparation for the student’s second year practice experiential course.

Pharmacists are required to apply research evidence in practice. As health care providers, pharmacists discern and translate both the quality and relevance of health information with the goal of optimizing patient outcomes. This course introduces students to clinical trial designs typically used in health care. The course will explore core principles in experimental and non-experimental research designs. The focus will be on randomized controlled trials as they are the primary method of generating evidence for therapeutic interventions. Students will learn how various research approaches are selected, designed, executed, analyzed, published and applied (including critical appraisal). The course covers a broad range of research topics at the introductory to intermediate level. Students will develop foundational knowledge and skills in research methods, statistics and ethics that will be applied in pharmacotherapy modules.

This course surveys the economic aspects of the pharmaceutical sector. The course will use the methods of economic analysis to investigate how markets allocate resources, when they work well and the role for government when they do not work well. Specific topics include the economics of the development of new drugs; economic aspects of drug insurance, economic appraisal of new drugs (“pharmacoeconomics”); and economic models of the pharmacist labour market.

Management skills and related communication and collaboration skills are essential for success in any field of pharmacy practice. This course will provide students with an introduction to basic concepts in management, communication and collaboration with other health and business professionals, and will culminate with the development of a business plan that enables students to apply knowledge and skills. This course is also designed to give students a broad overview in collaborative leadership theory so that they are better prepared to work effectively in their chosen field. Students will learn how pharmacy practice in different settings has evolved from 1985 to 2000 to 2015 as well as how practice may evolve in the future. In doing so students will develop a greater appreciation of the skills required to deliver effective patient care-focused services. Overall, the aim of this course is to equip students with the ability to apply their clinical, pharmaceutical and management skills to provide high quality services that are patient focused and demonstrate value for money.

This course will provide an introduction to physical assessment of patients. Students will engage in lectures, on-line activities, and skills practice in a laboratory setting. This course includes a module pertaining to the administration of substances by injection that allows students to meet the competencies required by the Public Health Agency of Canada and the Ontario College of Pharmacists.

This course will build upon basic pharmacology and medicinal chemistry to make links between the basic sciences and demonstrate how basic principles can be used to improve clinical therapy. It will also include critical evaluation of evidence for specific mechanisms and therapies. The format of the course to address these issues will be online questions that are designed to illustrate these points. The questions will be either multiple choice or short answer. Online feedback will be provided.

This course will provide an introduction to pharmaceutical analysis and discuss the importance of assuring the pharmaceutical quality of medicinal products with an emphasis on establishment of quality control assays and specifications, bioequivalence testing of generic drugs, special considerations for biopharmaceutical products, and the regulatory process in Canada. In addition, the course will discuss the application of analytic techniques in clinical laboratory medicine with a focus on commonly used tests to monitor patient health and the therapeutic use of drugs, including tests for personalized drug therapy. The course includes a laboratory component which will present drug formulation and related quality control issues.

The course provides a brief introduction to the general biology of organisms, and an overview of the host response to infection. Attention is then focused on common bacterial, fungal, viral and parasitic infections of man, and their epidemiology, prevention and treatment. Other topics include sterilization, disinfection, and a survey of antibiotics and chemotherapeutic agents.

This course is the second of two early experiential rotations. Students will undertake EPE-2 during the summer following Year 2 (sometime between May and August). Each student will actively participate in day-to-day services within an institutional pharmacy practice setting, thus enabling application of knowledge, skills and values introduced in faculty-based courses and simulated practice environments (laboratories). Required activities include prescription/medication order processing, patient education, drug information provision, medication history taking, and observation of/participation in patient safety processes in the practice setting. Students also need to demonstrate effective communication skills, professionalism and teamwork during the rotation.

This course is designed to provide pharmacy students with the pathobiology, pharmacology, pharmacotherapy and clinical pharmacokinetics required to be a practitioner in oncology, hematology and immunology therapeutics. The course will be taught using a variety of techniques including on-line lectures, case-based learning and small interactive group learning.

This course is designed to provide pharmacy students with the knowledge in pathobiology, pharmacology, pharmacotherapy and clinical pharmacokinetics required to be a practitioner in neuropsychiatric therapeutics. The course may be taught using a variety of techniques including on-line lectures, case-based learning and small interactive group learning.

Medication Therapy Management 4 (MTM 4) is the final course in a four-part course series that is delivered longitudinally over three years of the undergraduate program. MTM 4 builds on the skills developed in previous MTM courses, offering students opportunities to apply and integrate materials learned through all courses in the curriculum to date. This course focuses on the development of skills required for Expanded Scope of Practice (renewing, modifying and initiating pharmacotherapy) and specifically medication reconciliation. Lectures and applied Simulated Practice Sessions emphasize the pharmacists’ role and responsibilities as a communicator, care provider, collaborator and advocate, to prepare students for their Advanced Pharmacy Practice Experience rotations.

This course will take an issues-oriented, critical-thinking approach to the healthcare system, with a particular emphasis on pharmacy practice. The course will build on the material from PHM110H1, PHM114H1 and PHM215H1, and will allow a deeper look into areas such as quality and patient safety, e-health technology and the health care needs of diverse populations, including Indigenous peoples. Students will also have an opportunity to explore the role of interprofessional collaboration in health care delivery. Week by week students will examine issues with drug supply and access, pharmacy practice reform, expanded services, collaborative care and reimbursement models, and the interconnectivity of the disparate parts of the health care system. By participating in class discussions, reading course reference materials and completing assignments, students will learn to identify and analyze current and emerging health system issues. In the course of doing so, they will also become aware of, understand and appreciate: factors internal and external to pharmacy and medication use that drive change in practice current strategies for evaluating and improving health care and pharmacy practice the role of interprofessional collaboration in the delivery of healthcare emerging roles and opportunities in pharmacy. This course will help students complement their thinking about medications, individual patients, and the clinical encounter with an orientation to the healthcare system as a whole: how it functions, what are some of its key issues, and how do we tackle them.

This course is designed for students who are curious to learn about pharmaceutical public policy at the global level and also to explore the interrelationship between global and domestic health public policy issues, particularly those related to political economy and the governance of the pharmaceutical system. There are no prerequisites required but students are strongly recommended to have taken at least one social science or public health course given the ample reading and research requirements. Particular emphasis will be placed on how governments in different jurisdictions manage their public health responsibilities, particularly in terms of providing access to essential medicines and human development objectives, the tension between economic and health objectives, global trade obligations and their impact on access to medicines, and how pressure from special interest groups are relevant to pharmaceutical policy. Corruption issues will also be addressed. This course encourages a large amount of student participation through group work, discussion, presentations, and debate. Accordingly, students will need to keep up with the weekly readings in order to ensure that they are prepared for the class.

This course is designed to expose students to the pharmaceutical and biopharmaceutical industries, its environment, inner workings, and approach to engaging customers and stakeholders. The course outlines the business model of the industry and covers both drug development and commercialization, from international and Canadian perspectives. The course is intended to broaden the students’ understanding of the industry, introduce critical concepts and terminology, build confidence and prepare students who may seek a career in the industry.

This course will look at patient safety and the potential for medication incidents from two aspects: (1) the medication-use system (e.g., prescribing, order entry, dispensing, administration, and monitoring of drug therapy); and (2) professional practice (e.g., preventable adverse drug events). It will build on topics previously covered in the curriculum, as well as additional materials related to the Institute for Safe Medication Practices Canada, the Canadian Patient Safety Institute, and the concept of continuous quality improvement in pharmacy practice.

The proteins and nucleic acids that are the targets of most prescribed drugs can be classified according to their structure and mechanism of action at the molecular level. In this course, basic concepts of enzyme action such as the mechanisms of enzyme catalysis, the Michaelis-Menten and pre-equilibrium equations, steady-state approximations, allostery and cooperativity will first be covered. Major classes of therapeutic targets will then be discussed with an emphasis on their normal biochemical roles that are exploited for therapeutic intervention. The mechanisms of action of drugs acting on enzymes (antiviral and antimicrobial agents) on nucleic acids and on the cytoskeleton (anti-cancer agents) will be of special interest. The concept of rational cancer therapy will also be covered with examples of drugs targeting growth factors signalling pathways that are dysregulated in cancers.

This course introduces students to fundamental principles and mathematical tools for the design of modern dosage forms as well as new advances in the field of controlled release drug delivery. Topics to be covered include introduction to controlled drug delivery, mechanisms and kinetics of drug release and their dependence on design parameters, biopharmaceutical aspects of controlled drug delivery, in vitro and in vivo correlations, computer-aided design of controlled release dosage forms, polymers and hydrogels for drug delivery, colloidal drug delivery systems, and measurements of drug release profiles. This course is co-taught to graduate students, senior Pharmaceutical Chemistry students and PharmD students.

This course will not be offered in the 2022-3 academic year.

This course examines the many issues surrounding the health of Indigenous people living in Canada. During the 13 weeks of class, students will come to understand the present day health issues of Indigenous peoples from the perspective of their historical and political context and the effects of health care policy. The many highly qualified speakers from the Indigenous community and its focus on health and the healing process make this course unique in the university. Optional, but strongly recommended, field trips include a “medicine walk” on the Six Nations reserve in which students will be able to see firsthand the source of some of the herbal preparations that are used in healing, and a purification (sweat) lodge ceremony outside the city. The course is enriched by its association between students of the Leslie Dan Faculty of Pharmacy and the Indigenous Studies program in the Faculty of Arts, and Science, many of whom are of Indigenous origin.

This one-week intensive course will provide students with knowledge, skills, and confidence to assume roles in pharmacy management and leadership, and to consider entrepreneurial opportunities aligned with their interests.

The course will focus on competencies and attitudes associated with success in management, leadership, and entrepreneurship. There will be a strong emphasis on self-reflection, application of theory, interactive case-based discussions, and simulations/role plays. Students in this course will be required to energetically engage with the course content and speakers to learn more about themselves, their potential, and the future opportunities that await them in the profession.

*Note: This course may only be taken after students have successfully completed all Year 2 required courses, including EPE II.

The Preparation for Advanced Pharmacy Practice Experience (APPE) course is designed to strengthen and integrate students’ knowledge, skills, and attitudes in preparation for, and make the transition to, APPE rotations. This course, via lectures, workshops, case-based role play activities and related assignments and assessments, will enable students to review, build on, consolidate and apply previous knowledge, skills and behaviours acquired throughout the curriculum in academic courses and in earlier experiential rotations in the areas of patient care provision, communication, collaboration, management, advocacy, scholarship, and professionalism. (CanMEDS, 2005, AFPC, 2010). The goal of this course is to engender students’ practical skills and strategies to help prepare them for the role of advanced pharmacy practice students.

Concerned primarily with drug-induced diseases, this lecture course provides students with a conceptual framework for understanding the broad spectrum of toxicological problems encountered in clinical practice, in drug development and regulation, and in medical research. Central biochemical mechanisms and the relevance of clinical factors to toxicological expression will be integrated and applied to illustrative models of drug-related diseases in humans.

This direct patient care rotation is designed to build and enhance students’ knowledge, skills, and attitudes in the provision of direct patient care in institutional, community or ambulatory pharmacy practice. The rotation will build on knowledge, skills and behaviours acquired in academic courses and earlier experiential rotations throughout the curriculum. This rotation will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in any patient care setting such as a hospital, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on establishing a context for the provision of pharmaceutical care in a clinical setting. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, provision of follow-up evaluation and appropriate documentation. Students will communicate with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, with regular communication with team members to share and document their assessment of the patient’s medication related needs and recommendations to address those needs.

Ambulatory care pharmacists are accountable for addressing drug therapy needs and developing sustained partnerships with patients in an outpatient environment. They practice in primary care, family health teams, community pharmacies and specialty clinics. This practice can be independent or in a collaboration with other health care providers. Ambulatory care pharmacists require the knowledge and skills to triage, prescribe, administer and monitor medication therapies. They provide pharmaceutical care to patients with a variety of medical conditions and levels of acuity. This course will provide students with the knowledge, skills, and values to be a contemporary ambulatory care practitioner with an emphasis on ambulatory care sensitive conditions, preventative care, minor ailments and natural health products.

Institutional pharmacists are accountable for addressing drug therapy needs with patients in an inpatient environment. Students will learn to apply therapeutics that are commonly seen when caring for a hospitalized patient. Some of the topics included are: IV therapeutics (fluid and electrolytes), acute pain management, VTE prophylaxis, diabetic ketoacidosis and in-hospital management of diabetes, perioperative medication management. Topics may include a brief introduction to critical care and some aspects of emergency medicine. Aspects of patient and medication safety will be integrated into the course.

Growth in the proportion of the population over age 65 is expected to place significant demands on the health care system. Pharmacists must be prepared to manage the pharmacotherapy of older patients in order to achieve optimal individual and health system outcomes. This 26-hour selective course will prepare students for their future roles in geriatric practice through the development of specific competencies in the knowledge and application of pharmaceutical care for older adults. This course will cover demographics, biology and pathophysiology of aging, socioeconomics, ethical issues, and beliefs and barriers regarding health care and medication use in older individuals. Communication issues, unique needs of caring for seniors, and barriers to medication taking will also be addressed. Specific pharmacotherapy of conditions prevalent in the elderly, including movement disorders, dementia, urinary incontinence, and specific drug-induced illnesses and adverse events will be covered. This course will rely on both didactic and case-based discussions to demonstrate and enable students to develop skills integral to patient assessment and optimizing drug therapy in the older adult with complicated diseases and medication history.

This course is designed to expose students to hospital-based clinical pharmacy practice, with a focus on the Intensive Care Unit (ICU). Various topics that encompass commonly encountered clinical conditions of patients in the ICU will be discussed, with an emphasis on the role of pharmacotherapy. Students will also be introduced to the role of multidisciplinary team members integral to the ICU including the respiratory therapist, nurse, ethicist and intensivist (pending availability). The course will be taught using traditional classroom lectures, case-based discussions, small-group learning projects, and self-directed learning. Student participation both within the classroom and online, and in group work assignments is expected.

This course builds on general knowledge and skills gained in the first three years of pharmacotherapy courses. It allows students to gain the fundamental pharmacotherapeutic knowledge and practice skills to care for patients from the neonatal period to the adolescent years. In addition to covering evidence-based pharmacotherapy of several pediatric conditions, the course integrates relevant normal development and physiology (fetal, neonatal, infant, child and adolescent), pathophysiology, clinical pharmacokinetics, medication safety, poison prevention, and patient (through the ages) and caregiver education. Each week the course will consist of two hours of lectures and group case discussions primarily presented by pediatric clinicians from Sick Kids Hospital. The course allows students to effectively manage pediatric patients’ medication therapy in selected pediatric conditions, prepares the student for pediatric direct patient care (DPC) and non-direct patient care (NDPC) rotations, and encourages a career in pediatric pharmacy practice.

Medications used in the care of Canadian women are amongst the most commonly prescribed pharmaceuticals. This course is designed to allow the student to obtain fundamental pharmacotherapeutic knowledge of medications used from menarche to menopause. This course will encourage students to develop a practice that provides quality care to women.

This course builds upon fundamental pharmacokinetic concepts taught in the first and second years in order to understand, describe and predict the sources of intra- and inter-individual variability in drug disposition and response in different patient population groups. The course is designed for students to understand the underlying basic principles used to individualize drug and dosage regimens for patients based on genetic, physiological and environmental factors. Critical evaluation of evidence and review of current guidelines for dose or drug adjustments based on genetic factors and the potential for drugdiet, drug-drug or drug-disease interactions will be covered. Recent advances in pharmacogenomics and targeted drug therapy will also be covered. The format of the course to address these issues will be student presentations and in-class discussion of specific questions that are designed to illustrate these points.

This course will cover all aspects of new drugs and biologics approved in the preceding 12 month period, together with those that entered phase III clinical trials during the same period. This is a unique course in the curriculum that will discuss the latest on new drugs and biologics. Approximately 50% of the lectures will be delivered using traditional methods, covering new drugs and for the remainder of the classes, pre-selected pharmacy student groups will present their projects in new drugs and biologics. Instruction materials and reference materials will be drawn from Health Canada, FDA, scientific literature and drug information files.

This course will not be offered in the 2022-3 academic year.

This course introduces regulatory, clinical, statistical and logistical considerations in assessing the relative bioavailabilities of formulations. A heavy emphasis is placed on clinical trial design, and biostatistics involved in second entry drug applications to regulatory bodies. Students will learn about the methods, regulations, techniques, pharmacokinetics, and biostatistics involved in creating bioequivalence studies, at an introductory level. The course has a heavy mathematical bias with a component dedicated to mathematical modeling and basic programming in R-project, an open source statistical package. After taking this course, students will understand the steps required to set up single-dose or steady-state pilot and pivotal bioequivalence trials using parallel, crossover and replicate designs. Students will be able to take a data set of plasma concentrations and be able to process and interpret the results of the trial. Students will gain a deeper understanding and context of the regulatory differences involved in generic drug testing between Canada, the United States and Europe.

A comprehensive program outlining the issues and topics which are critical in the successful operation of a community pharmacy practice including: selection of organizational structures, demographic review, financial analysis, business plan development, purchasing and financing a community pharmacy, operational workflow, financial management, risk management and insurance, inventory purchasing procedures and inventory management, pricing decisions, marketing strategy, advertising, sales promotion and salesmanship, ethics, security and general business policies. Building on the basic principles taught in PHM215H1, this course expands into a case based learning application of business administration which offer students exposure to Finance, Operations, Organizational Behaviour, Innovation and General Management as applied to the field of Pharmacy and Healthcare. The cases will provide students with the opportunity to develop skills for effective analysis, evaluation and problem-solving. To do this, students will learn about basic analytical tools (e.g., projections, break-evens, communication, organization theory) and will then be required to apply these tools using case methodology. Students will be given the opportunity to practice decision-making with imperfect information under time constraints and develop business writing skills. Preparation of a detailed business plan will also be a mandatory component for this course.

This course builds on the principles taught in PHM215H1 Management: Skills, Communication and Collaboration with specific application to an institutional setting. By means of lectures and case discussions, students will gain the knowledge, skills and attitudes that are required to successfully practice in a hospital environment. A focus of the course will be on critical thinking, problem solving and project management.

This course will discuss the principles and applications of medical imaging in patient care. There will be an emphasis on radiopharmaceuticals and nuclear medicine imaging (SPECT and PET) but other imaging technologies will be discussed including MRI, ultrasound, X-ray, mammography and CT. These technologies are applied in diagnosing infectious disease, cancer, cardiovascular disease, hepatobiliary and renal dysfunction, and neurological disorders. The emerging role of molecular imaging using PET and SPECT in selecting patients for personalized medicines for cancer as well as monitoring response to these new therapies will be introduced.

Antimicrobial Stewardship is an inter-disciplinary, multi-faceted approach to optimize antimicrobial use. While the ultimate goal of Antimicrobial Stewardship is to improve patient outcome, appropriate and effective use of antimicrobials is an important component to control antimicrobial resistance, minimize unintended consequences such as C. difficile infections, and to contain health care costs. As of 2013, presence of an active Antimicrobial Stewardship Program has been made a Required Operating Practice for acute care hospitals and long-term care facilities by Accreditation Canada. This course expands and deepens knowledge gained from the Year 2 Infectious Diseases Pharmacotherapy and Microbiology courses, with an emphasis on clinical application within the antimicrobial stewardship context. It will introduce students to the principles of antimicrobial stewardship to facilitate rational selection of antimicrobial regimens; stewardship interventions; quality improvement methods; as well as program development, implementation and evaluation. The course culminates to a team proposal presentation for an antimicrobial stewardship program based on a fictitious institution’s profile. Each team is tasked with convincing a panel of judges, who in practice are antimicrobial stewardship clinicians or program executives, to support their proposed program.

The educator role for pharmacists is broad and involves diverse roles, including teaching patients, designing and delivering continuing education, mentoring/precepting students, and educating other care professionals in small and large group settings. In order to provide students with the knowledge, skills, and abilities necessary to fulfill this mandate, a course in educational theories and methods is important. Material from this course will be applied in a practical sense to pharmacy practice courses and experiential learning activities. Specific topics to be covered in the course will include: development of behavioural learning objectives, learning theories, teaching techniques for various audiences, assessment tools, methods, and techniques and educational practice as a professional.

This course provides many of the theoretical and practical aspects of diabetes management needed in providing comprehensive diabetes care. The goals and objectives of the course are modeled on the requirements for the Certified Diabetes Educator Exam and will provide much of the background needed in preparation for writing this exam. Topics covered in the course include (but are not limited to): review of the diabetes disease processes, nutrition and exercise management of diabetes, self-care strategies and strategies to reduce the risk of complications due to diabetes, management of hypo- and hyperglycemia, appropriate blood glucose monitoring, management of diabetes in special situations such as diabetes in pregnancy, in children, adolescents and the elderly, and management of complex patients.

This course is designed to provide students interested in mental health and addictions with a broader knowledge base in the field. It will introduce students to the mental health and addiction system in Canada, the role of stigma in accessing and providing care, the role of psychotherapy and the evidence base for specific modalities, including cognitive behaviour therapy (CBT), interpersonal psychotherapy (IPT), mindfulness therapy, and motivational interviewing. The course will also address issues such as medication adherence and mental health first aid. Students will also be taught how to use validated scales to assess for psychotropic-induced movement disorders. The course will introduce additional mental health disorders/issues, not covered in PHM302H1 including psychotropic medication use in pregnancy and lactation and child and adolescent psychiatry. It will also cover key substance use disorders/issues in more depth than was possible in PHM302H1, including harm reduction principles, cannabis use (recreational and medicinal), recreational drugs and anabolic steroids. The course will be taught using a variety of techniques including didactic lectures, observed patient interviews (video-simulation), case-based learning and interactive group learning.

Global Health is defined as an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide by reducing avoidable diseases, disabilities, and deaths. This elective will introduce students to selected foundational competencies in global health education such as the global burden of disease, social and economic determinants of health, the globalization of health and healthcare, global health governance, human rights and equity. Students will discuss practical and ethical challenges in delivering care in low-resource settings, describe tools and strategies to address the needs of specific vulnerable populations and examine cultural awareness and its importance in caring for diverse vulnerable populations.

The management of minor, self-limiting and self-diagnosed ailments such as rashes, cold sores and hay fever is within the scope of practice for pharmacists. This course is designed to build and enhance students’ knowledge and skills necessary for contemporary and future pharmacy practice in the area of self-care and minor ailments. This course will cover the management of conditions not covered in other courses and will provide the students’ with a comprehensive understanding of non-prescription and prescription therapeutics as they relate to patient self-medication and minor ailments. Emphasis will be placed on the role and responsibility of the pharmacist in accurately assessing and triaging patients, determining the appropriate use of non-prescription and prescription drugs, by determining when to follow-up, refer, and how to document the patient’s care. The student will be equipped with the clinical skills, confidence, and tools needed to gather and convey reliable minor ailment information to patients and healthcare providers in an effort to effectively and confidently assess and treat patients. With this knowledge and a structured framework for conducting a minor ailments assessment, students will be able to help patients make appropriate decisions and achieve optimal outcomes from their selected, evidence-based therapy. The main course material will be presented as case-based didactic lectures; student participation in class discussions and interactive classroom activities will be expected. There will be an opportunity for application of the concepts discussed in lectures via simulated patient counselling activities, case-based group learning, and self-directed activities.

This course is designed to introduce to students the philosophy, methodology and performance of research in scientific fields offered by staff members with graduate faculty status at the Leslie Dan Faculty of Pharmacy. The research will involve the review of pertinent scientific literature and generation of new information. Depending upon the project and the supervisor, the research may be conducted in a laboratory at the Faculty, in a hospital, community pharmacy, pharmaceutical company, etc. Fields of study are wide-ranging, e.g., drug delivery, drug metabolism, medicinal chemistry, pharmaceutics, pharmacokinetics, pharmacoepidemiology, pharmacy administration and pharmacoeconomics, clinical pharmacy, pharmacy practice, radiopharmacy, receptor biology, therapeutics, and toxicology. Students are required to obtain prior written consent of the supervisor and course coordinator. Academic credit will not be given for research/work which contributes to the course if remuneration is received for such work.

The Transition to Advanced Pharmacy Practice Experience (APPE) course is designed to strengthen and integrate students’ knowledge, skills, and attitudes in preparation for, and make the transition to, APPE rotations. This course, via lectures, workshops, case-based role play activities and related assignments and assessments, will enable students to review, build on, consolidate and apply previous knowledge, skills and behaviours acquired throughout the curriculum in academic courses and in earlier experiential rotations in the areas of patient care provision, communication, collaboration, management, advocacy, scholarship, and professionalism. (CanMEDS, 2005, AFPC, 2010). The goal of this course is to engender students’ practical skills and strategies to help prepare them for the role of advanced pharmacy practice students.

All students will be required to complete two 5-week institutional rotations. At least five weeks will be in an adult in-patient service; the other five weeks may be in any area of the institution (including ambulatory clinics and pediatric populations). These rotations will ideally occur within academic health care institutions. The emphasis for all direct patient care rotations is for the student to be immersed in the responsibility of providing pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow-up evaluation and appropriate documentation. Students will communicate effectively with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs.

All students will be required to complete two 5-week institutional rotations. At least five weeks will be in an adult in-patient service; the other five weeks may be in any area of the institution (including ambulatory clinics and pediatric populations). These rotations will ideally occur within academic health care institutions. The emphasis for all direct patient care rotations is for the student to be immersed in the responsibility of providing pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow-up evaluation and appropriate documentation. Students will communicate effectively with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs.

All students will be required to complete a 10-week rotation in a community pharmacy setting. This type of rotation will ideally be held at an academic community pharmacy, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, patient monitoring including physical and laboratory assessment, and carry out a follow-up evaluation and appropriate documentation. Students will educate and communicate effectively with patients and other health care providers, thereby providing medication therapy management, promoting health and wellness, and ensuring patient safety. The collaboration with other health care disciplines and acting as a member of a patient care team will be vital in providing optimum patient care. Students will manage safe and effective drug distribution under the guidance and supervision of the pharmacist as appropriate, and will participate in the full scope of pharmacy practice.

These rotations will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in an institution, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow- up evaluation and appropriate documentation. Students will communicate regularly with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs.

These rotations will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in an institution, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow- up evaluation and appropriate documentation. Students will communicate regularly with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs.

These rotations will occur in sites serving a variety of health care needs, including, for example, acute care, rehabilitation, pediatric, geriatric, chronic care and specialty populations. Care may be provided in an institution, family health team, community pharmacy, ambulatory clinic or other types of patient care practices, with an emphasis on the provision of pharmaceutical care. Students will participate in, and take responsibility for, direct patient care activities including: patient assessment to identify and prioritize drug therapy problems, development of care plans that address desired patient outcomes, and patient monitoring including physical and laboratory assessment, and where feasible, carry out a follow- up evaluation and appropriate documentation. Students will communicate regularly with patients and care givers to monitor patient parameters, determine and assess target outcomes, and provide education. Students will work closely with members of the health care team in providing collaborative care, engaging in regular communication and documenting their assessment of patients’ medication related needs and recommendations to address those needs.

These 5-week elective rotations are designed for the student to gain insight into the structure and functions of various areas of pharmacy practice and/or the health care system, which may require a diversity of knowledge or skills (e.g., pharmacy administration, policy development, drug utilization review, research, etc.). Such rotations enable students to gain awareness of a variety of roles for pharmacists and enhance the student’s understanding of the broader scope within which pharmacists work. The rotation will build on the knowledge, skills and behaviours acquired in earlier academic courses and other experiential rotations. The specific focus of the student’s activities and rotation-specific learning objectives will be determined through a collaborative discussion between the preceptor and student, taking into account the needs of the site and student interest. Each student may complete a maximum of two 5-week NDPC rotations.

These 5-week elective rotations are designed for the student to gain insight into the structure and functions of various areas of pharmacy practice and/or the health care system, which may require a diversity of knowledge or skills (e.g., pharmacy administration, policy development, drug utilization review, research, etc.). Such rotations enable students to gain awareness of a variety of roles for pharmacists and enhance the student’s understanding of the broader scope within which pharmacists work. The rotation will build on the knowledge, skills and behaviours acquired in earlier academic courses and other experiential rotations. The specific focus of the student’s activities and rotation-specific learning objectives will be determined through a collaborative discussion between the preceptor and student, taking into account the needs of the site and student interest. Each student may complete a maximum of two 5-week NDPC rotations.

This course is only available to students enrolled in the Combined Pharm D-MBA program and is intended to provide a pharmacy- and health-related context for compulsory courses taken in the first year of the MBA. Students will work with a selected supervisor to identify a topic of interest related to social and administrative pharmacy and relevant to management sciences. A minimum of three written assignments will be required, based on readings and learning activities assigned by the supervisor. Students will work with the course coordinator prior to the start of term to determine a topic area of interest (e.g., organizational behaviour, economics, operations, marketing, etc). Based on these interests, the Coordinator of the Combined PharmD-MBA program will work with the student to identify a faculty supervisor to work with the student in development of a program of study customized to that student’s unique interests. The objective of this course is to facilitate application of core management courses to pharmacy and health care specific situations, and to support students in development of competencies related to social and administrative pharmacy.

Please refer to PHM320H1 Global Pharmaceutical Policy

Please refer to PHM321H1 Selected Topics in Industrial Pharmacy

Please refer to PHM325H1 Indigenous Health & Healing

Please refer to PHM350H1 Pharmacotherapy in Ambulatory Care

Please refer to PHM351H1 Pharmacotherapy in Institutional Care

Please refer to PHM352H1 Pharmacotherapy in Older Adults

Please refer to PHM353H1 Pharmacotherapy in Critical Care

This course will discuss the principles and applications of medical imaging in patient care. There will be an emphasis on radiopharmaceuticals and nuclear medicine imaging (SPECT and PET) but other imaging technologies will be discussed including MRI, ultrasound, X-ray, mammography and CT. These technologies are applied in diagnosing infectious disease, cancer, cardiovascular disease, hepatobiliary and renal dysfunction, and neurological disorders. The emerging role of molecular imaging using PET and SPECT in selecting patients for personalized medicines for cancer as well as monitoring response to these new therapies will be introduced.

Please refer to PHM387H1 Global Health

The primary goal of this course is to provide students with a process for the provision of pharmaceutical care, and the tools to become an advanced practitioner.

This course is designed to develop literature evaluation skills at an intermediate level for Doctor of Pharmacy students. The course covers a variety of forms of clinical evidence the student will be presented with as a clinician. Students will develop foundational knowledge and skills in research methods, statistics and critical appraisal that will be applied in pharmacotherapy courses. Experience is gained through practice exercises/assignments, discussion boards, and applied critical appraisal. Assessment is based on participation, assignments and examination.

At the end of the course students should be able to understand the analysis of pharmacokinetic data as it is presented in the medical and/or scientific literature; understand pharmacokinetic principles such that they can interpret individual patient pharmacokinetic data, and demonstrate the application of pharmacokinetic principles to the monitoring of select drugs in patients.

Pharmacists provide leadership within the health care system and multiple levels (locally, provincially and nationally). This course will enhance students’ understanding of the health care system and the health care system context for pharmacy practice. Skills gained will include the ability incorporate ethical and economic principles to analyze policy and operations for the purpose of developing and evaluating programs intended to change pharmacy practice environments.

Pharmacists work as educators in a variety of different contexts: for patients, for peers, for students, and for other health professionals. This course will introduce students to major theoretical principles and methods of teaching, learning in the health professions and provide them with opportunities for application in their workplace.

The Physical Findings and Assessment Course provides students with a general overview of physical assessment techniques for major systems, including cardiovascular, respiratory, peripheral vascular, skin, abdominal, HEENT, neurological and musculoskeletal. The course reviews the skills required to conduct effective patient interviews and to document patient encounters. The course focuses on the skills and knowledge needed to interpret physical assessment findings that are pertinent to evaluating drug therapy. The course serves to complement the knowledge and skills learned from foundational and therapeutics courses.

This course will examine patient safety and the potential for medication incidents from two aspects: (1) the medication-use system (e.g. prescribing, order entry, dispensing, administration, and monitoring); and (2) patient care (e.g. preventable adverse drug events experienced by patients). It will build on materials from the Institute for Safe Medication Practices Canada (ISMP Canada), the Canadian Patient Safety Institute (CPSI), and the concept of continuous quality improvement in pharmacy practice. The CPSI Patient Safety Competency Domains will be applied to topics covered in this course.

This course is designed to introduce students with selected topics in nephrology and to develop knowledge and skills to manage common complications related to chronic kidney disease. The course will use a case-based approach with emphasis on the integration and application of fundamental principles to specific clinical situations. All material will be delivered on-line in this course with opportunities for students to pose questions to an expert in the field. Each lesson will incorporate active learning activities for the students to complete to in order facilitate knowledge and skill development.

This course is designed to advance the student’s knowledge and skills in the management of infectious diseases through a focus on selected infection syndromes and their management. The course will be case- based with topics representing commonly encountered infections allowing the student to further develop their pharmacotherapy knowledge to be able to manage complex patients. Students will demonstrate their pharmaceutical care skills as they progress through the course. All material will be delivered on- line with opportunities for the student to pose questions for additional learning to an expert in the field. Each lesson will incorporate active learning activities for the students to complete in order to facilitate knowledge and skill development.

This course is designed to advance the student’s knowledge and skills in the management of common topics encountered in an integrated team primary care practice through a focus on selected topics and their management. The course will be case-based with topics representing commonly encountered diseases allowing the student to further develop their pharmacotherapy knowledge to be able to manage complex patients. Students will demonstrate their pharmaceutical care skills as they progress through the course. All material will be delivered on-line with opportunities for the student to pose questions for additional learning to an expert in the field. Each lesson will incorporate active learning activities for the students to complete in order to facilitate knowledge and skill development.

This course is designed to introduce students with selected topics in oncology and to develop knowledge and skills to manage common complications related to cancer and chemotherapy/biological therapy adverse effects. The course will use a case-based approach with emphasis on the integration and application of fundamental principles to specific clinical situations. All material will be delivered on- line in this course with opportunities for students to pose questions to an expert in the field. Each lesson will incorporate active learning activities for the students to complete in order to facilitate knowledge and skill development.

This course is designed to advance the student’s knowledge and skills in the management of cardiovascular diseases through a focus on selected disease states/syndromes and their management. The course will be case-based with topics representing commonly encountered conditions allowing the student to further develop their pharmacotherapy knowledge to be able to manage complex patients. Students will demonstrate their pharmaceutical care skills as they progress through the course. All material will be delivered on-line with opportunities for the student to pose questions for additional learning to an expert in the field. Each lesson will incorporate active learning activities for the students to complete in order to facilitate knowledge and skill development.

This course is designed to advance the student’s knowledge and skills in psychiatry through a focus on selected disorders and their management. There will be an emphasis on substance use disorders, and their comorbidity with other mental health disorders. The course will be case-based with topics representing commonly encountered disorders allowing the student to further develop their pharmacotherapy knowledge to be able to manage complex patients. Students will demonstrate their pharmaceutical care skills as they progress through the course. All material will be delivered on-line with opportunities for the student to pose questions for additional learning to an expert in the field. Each lesson will incorporate active learning activities for the students to complete in order to facilitate knowledge and skill development.

Pharmacists in a variety of practice settings can have a positive influence on the identification and management of intentional and accidental drug overdoses. This course will provide in-depth reviews of the top drug categories involved in human exposures. This includes analgesics, sedative/hypnotics, antipsychotics, antidepressants, secretagogues, insulin and cardiovascular drugs. Learners will also be able to effectively triage patients who require medical assessment and facilitate self-care when required. Pharmacists who work in emergency departments, intensive care units and general medicine wards will have enhanced understanding of the decontamination, elimination and treatment strategies employed in managing patients experiencing drug overdose.

Direct patient care (DPC) rotations are designed to strengthen and integrate students’ knowledge, skills, and attitudes in the provision of patient care in institutional, community, or ambulatory pharmacy practice.  Each rotation will build on previous rotation experiences.

Direct patient care (DPC) rotations are designed to strengthen and integrate students’ knowledge, skills, and attitudes in the provision of patient care in institutional, community, or ambulatory pharmacy practice.  Each rotation will build on previous rotation experiences.

Direct patient care (DPC) rotations are designed to strengthen and integrate students’ knowledge, skills, and attitudes in the provision of patient care in institutional, community, or ambulatory pharmacy practice.  Each rotation will build on previous rotation experiences.

The rotation is designed to allow student to acquire insight into the structure and functions of various areas of pharmacy practice or the health care system, which may require different knowledge or skills (e.g. pharmacy administration, policy development, drug utilization review, research, etc.). The rotations build on knowledge, skills, and behaviours acquired in earlier academic courses and experiential rotations.

The rotation is designed to allow student to acquire insight into the structure and functions of various areas of pharmacy practice or the health care system, which may require different knowledge or skills (e.g. pharmacy administration, policy development, drug utilization review, research, etc.). The rotations build on knowledge, skills, and behaviours acquired in earlier academic courses and experiential rotations.