PharmD Curriculum

Following acceptance into the DKICP, students are expected to devote their entire effort to the academic curriculum. The curriculum is rigorous and the College actively discourages employment that conflicts with the ability of students to perform at their full potential while courses/rotations are in session. It is not possible to take outside employment or activities into consideration when scheduling classes, examinations, reviews, field trips, or individual course/rotation/College functions. Required activities, as well as team project meetings, may be scheduled outside of class time, including weekends, and students are expected to attend these activities/meetings.

The current curriculum and course descriptions can be found in the online UH Hilo Course Catalog

Curriculum is subject to continuous quality improvement and possible change.

DKICP modified version of the CAPE Educational Outcomes

ACPE chose AACP’s Center for the Advancement of Pharmacy Education (CAPE) Outcomes 2013 as the framework for establishing expected educational outcomes (ACPE Standards 1-4) for Doctor of Pharmacy programs. In addition to the CAPE Outcomes, ACPE encouraged colleges and schools to establish their own, institution-specific set of educational outcomes based on their mission, vision, goals, and objectives. DKICP faculty voted to adopt a modified version of the CAPE Educational Outcomes as the professional outcomes for the PharmD program.

DKICP Student Learning Outcomes (SLO)

1. Pono (Hawaiʻian word meaning excellence, moral qualities, correct): Live and practice professional conduct in the proper way 1.1 Ensure optimal health outcomes for people of all cultures, races/ethnicity, genders, lifestyle habits and socioeconomic levels
   1.2 Demonstrate personal and professional attributes of an ethical, reflective, and responsible pharmacist
2. Demonstrate and apply the foundational knowledge and skills of contemporary pharmacy practice 2.1 Demonstrate expertise in medication use and delivery, population health, and practice
   2.2 Access, evaluate, and apply relevant scientific and patient centered knowledge and information to support evidence-based healthcare
   2.3. Utilize electronic and other technology-based systems and evaluate its impact on patient safety, efficiency, privacy, and patient and health care services
   2.4. Think critically, prioritize effectively, identify and implement solutions
   2.5. Demonstrate strong decision-making skills and the ability to justify those decisions
   2.6 Deliver quality health care through health promotion and disease prevention
   2.7 Utilize an integrative health approach to treating the whole patient with a wide range of preventive and treatment modalities
3. Collaborate with other healthcare professionals to provide optimal patient care 3.1 Demonstrate mutual respect, understanding and the value of working as a team in the delivery of patient-centered care
   3.2 Learn with and from other healthcare professionals
   3.3 Educate others on the role of the pharmacist in improving health outcomes
4. Communicate and educate effectively with individuals and groups 4.1 Educate, advocate, and collaborate utilizing effective and professional communication
   4.2 Read/interpret and listen using effective communication to identify and manage problems and foster collaborative care
5. Lead, innovate and create through professional development 5.1 Drive and manage discovery, innovation, and entrepreneurship to improve patient care and advance the pharmacy profession

Experiential Education

The primary objective of the Pharmacy Practice Experiences is for the student to learn through experience. Students must actively participate in pharmacy practice and seek guidance from their preceptor, other pharmacy staff and other health professionals, their faculty advisor or the course coordinator.

Introductory Pharmacy Practice Experience (IPPE) occurs during the first three years of the PharmD program and provides the student with 300 hours of practice experience in keeping with ACPE requirements. As the IPPE continues through the curriculum, students should expect to gain experience in making professional decisions, with the preceptor encouraging greater autonomy as the student learns and demonstrates his or her problem-solving skills.

Advanced Pharmacy Practice Experience (APPE) occurs during the fourth and final year. Students are required to complete four required advanced patient care experiences and three elective experiences.

During their experiences, students work closely with clinical faculty and preceptors to develop competencies in the areas of patient monitoring, pathophysiology and disease treatment, drug information retrieval and interpretation, pharmacy operations, patient education, and pharmacokinetics. Students can also select an elective rotation that may or may not involve direct patient contact, depending on the site of practice. All rotations place an emphasis on problem solving skills, critical thinking, and communications in the delivery of pharmaceutical care.

This Student Handbook will no longer contain the DKICP Experiential Education Policy and Procedures Student Manual. Please refer to the most up-to-date manual for information about:
- Student Code of Conduct for Experiential Rotations - Guidelines for Infection Control and Exposure Management

Interprofessional Education (IPE)

Interprofessional education activities and practice experiences occur throughout the pharmacy curriculum. PharmD students work and learn in a variety of collaborative practice settings with students and health workers in disciplines such as medicine, nursing, social work, counseling psychology, and public health. The curriculum and various co-curricular opportunities incorporate key elements of interprofessional team dynamics, education, and practice. These prepare the student to become a contributing member of an interprofessional team and reinforces the importance of team-based, patient-centered care.

DKICP Co-Curricular Plan

Co-curricular activities complement what students learn in the classroom and can contribute significantly in developing the values and attitudes of the profession of Pharmacy (ACPE Standard 12.3). The DKICP co-curricular plan is designed to encourage student involvement in professional development and engagement activities that will help develop, improve and refine communication, leadership and patient care skills.

Expectations of Students:

1. Students will be held accountable for their involvement in co-curricular activities including the documentation and reflection of such activities. Co-curricular documentation will be a part of the following courses: A. For the Class of 2027 and beyond: Principles of Pharmacy Readiness (PPR) courses that occur during the P1-P3 fall and spring semesters.
   B. Detailed information will be provided in course syllabi.
2. Student requirements: A. Students are required to complete a minimum of 2 co-curricular activities each semester (minimum 4/academic year).
   B. Students may choose activities that complement their professional and personal interests/goals. Activities not on the co-curricular list of activities (Appendix A) must be approved by the course coordinator.
   C. Failure to complete may impact progression in the applicable course.Compliance reports will be completed and shared with the course coordinator.

View the full DKICP Co-Curricular Plan

Academic Calendar

View the DKICP Academic Calendar.