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Standard No. 1: Foundational Knowledge: The professional program  leading  to  the Doctor of Pharmacy degree (hereinafter “the program”) develops in the graduate the knowledge, skills, abilities, behaviors, and attitudes necessary to apply the foundational sciences to the provision of patient‐centered care. 

1) Documentation and Data: 

 

Required Documentation and Data: 

Uploads: 

Annual performance of students nearing completion of the didactic curriculum on Pharmacy Curriculum Outcomes Assessment (PCOA) outcome data.  (APPENDIX 1E) 

Performance  of  graduates  (passing  rates  of  first‐time  candidates  on  North  American  Pharmacist Licensure Examination™ (NAPLEX®) for the last 3 years.  (APPENDIX 1F) 

Performance of graduates  (passing rate, Competency Area 11 scores, Competency Area 2 scores, and Competency  Area  3  scores  for  first‐time  candidates)  on  North  American  Pharmacist  Licensure Examination™ (NAPLEX®) for the last 3 years. (APPENDIX 1F) 

Performance of graduates (passing rate of first‐time candidates) on Multistate Pharmacy Jurisprudence Examination® (MPJE®) for the last 3 years.  (APPENDIX 1G) 

 

Required Documentation for On‐Site Review: 

(None required for this Standard) 

Data Views and Standardized Tables: 

It is optional for the college or school to provide brief comments about each chart or table (see Directions). 

Analysis  of  student  academic  performance  throughout  the  program  (e.g.  progression  rates,  academic probation rates, attrition rates)    

AACP Standardized Survey: Students – Questions 12‐14, 77   

AACP Standardized Survey: Preceptors – Questions 19‐21 

AACP Standardized Survey: Alumni – Questions 26‐28 

Optional Documentation and Data:  

Other documentation or data that provides supporting evidence of compliance with the standard 

1 Competency Area 1 = Assess Pharmacotherapy to Assure Safe and Effective Therapeutic Outcomes; Area 2 = Assess Safe and Accurate Preparation and Dispensing of Medications; Area 3 = Assess, Recommend, and Provide Health care Information that Promotes Public Health

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2) College or School’s Self‐Assessment: Use the checklist below to self‐assess the program’s compliance with the requirements of the standard and accompanying guidelines:   

  S  N.I.  U 

1.1. Foundational knowledge – The graduate is able to develop, integrate, and apply knowledge from the foundational sciences (i.e., biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient‐centered care. 

  ⃝  ⃝ 

     3) College or School’s Comments on the Standard: The college or school’s descriptive text and supporting 

evidence should specifically address the following. Use a check  to  indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self‐assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with  actions  or  recommendations  to  address  them;  and  additional  actions  or  strategies  to  further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan  is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings. 

A  description  of  the  breadth  and  depth  of  the  biomedical,  pharmaceutical, social/behavioral/administrative, and clinical sciences components of the didactic curriculum, and the strategies utilized to integrate these components 

How the college or school integrates the foundational sciences to improve student ability to develop, integrate  and  apply  knowledge  to  evaluate  the  scientific  literature,  explain  drug  action,  solve therapeutic problems, and advance population health and patient‐centered care 

How the college or school  is applying the guidelines for this standard  in order to comply with the intent and expectation of the standard 

``Any other notable achievements, innovations or quality improvements  

interpretation  of  the  data  from  the  applicable  AACP  standardized  survey  questions,  especially notable differences from national or peer group norms 

 

[TEXT BOX] [15,000 character limit, including spaces] (approximately six pages) 

 Curriculum Breadth, Depth, and Structure 

The professional pharmacy curriculum  is designed to develop  in graduates the knowledge, skills, abilities, 

behaviors, and attitudes necessary to apply the foundational sciences to the provision of patient‐centered 

care. We accomplish this goal in several ways. First, our Program‐Level Ability‐Based Outcomes (ABOs) detail 

educational  outcomes  of  our  PharmD  program  (Appendix  1A).  The  educational  outcomes  reflect 

competencies deemed essential for an entry‐level pharmacist in any setting to practice collaboratively as a 

member of an  interprofessional  team, provide patient‐centered care, contribute  to  the health of diverse 

patient populations, demonstrate  leadership, and effectively manage a complex work environment.   The 

curriculum offers multiple  longitudinal opportunities  for  students  to develop  competency  in each of  the 

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ABOs; ensuring  they have  the knowledge base and practice  skills necessary  to be “APPE‐Ready”, “Team‐

Ready”,  and  “Practice‐Ready”  (Appendix  1B).  Second,  fundamental  biomedical,  pharmaceutical, 

social/behavioral/administrative,  and  clinical  science  content  is  integrated  throughout  the  curriculum  to 

reinforce and apply  foundational knowledge  to  the delivery of quality patient  care  (Appendix 1C). Third, 

foundational  science  content  is  delivered  to  students  using  a  scaffolding  approach  such  that  essential 

knowledge  is  sequenced  from  introduced,  reinforced,  practiced,  applied,  and  mastered  to  ensure 

competency at the time of graduation (Appendix 1C). Fourth, student achievement of course‐based learning 

outcomes is assessed using a variety of methods including formative and summative assessment methods.  

ExamSoft  technology  is used  to administer course‐based assessments  in most courses and  facilitates  this 

process. Lastly, student achievement of programmatic outcomes  (e.g. ABOs)  is evaluated by triangulating 

course‐based assessment  results with external assessments  such as  the Pharmacy Curriculum Outcomes 

Assessment  (PCOA),  preceptor  evaluations  of  students  during  experiential  rotations,  standardized AACP 

surveys from graduating students, alumni, and preceptors, and NAPLEX / MJPE licensing success rates.   

 

Integration of Foundational Sciences 

Foundational  science  content  is  threaded  longitudinally  throughout  the  curriculum  allowing  sufficient 

opportunities for students to develop and apply pharmacy knowledge to evaluate scientific drug literature, 

explain drug action, solve therapeutic problems, and advance population and patient‐centered care.  

 

Biomedical Sciences. Basic biomedical science content is introduced in pre‐pharmacy required courses with 

the exception of immunology and pathophysiology which are P1 courses. The biomedical sciences forms the 

foundation for the rest of the curriculum and  it  is reinforced, applied, and mastered as students progress 

longitudinally through the curriculum.    

 

Pharmaceutical and Clinical Sciences. Our curricular model was deliberately chosen to facilitate sequencing 

foundational  knowledge  acquisition,  reinforcement,  practice,  application,  and  mastery  of  content.  To 

accomplish this, pharmacodynamics and pharmacology of drug therapy is introduced and reinforced in one 

semester followed by application and practice  in the associated pharmacotherapy course taught the next 

semester.   Core foundational topics are again reinforced  in Pharmacotherapy Capstone (PHRM 580), a P3 

course in which students are expected to demonstrate mastery. Integration by this fashion ensures continuity 

of  instruction,  enhances  knowledge  retention,  and  application  to  patient‐centered  care.  To  illustrate, 

pharmacodynamics of cardiovascular medications is “introduced” in PSCI 414 during the fall semester of the 

P2 year, “reinforced” and “practiced” in PHRM 452L Pharmacy Practice Lab that same semester, “applied” in 

PHRM 538 Cardiovascular and Pulmonary Pharmacotherapy spring semester of the P2 year, and “mastered” 

in PHRM 580 Pharmacotherapy Capstone in the P3 year.   

 

Social and Administrative Sciences. The social and administrative sciences are also integrated throughout the 

curriculum.   Students are required to complete several social and administrative sciences courses as pre‐

professional students, including Principles of Microeconomics (ECON 201) and Critical Thinking and Academic 

Success (CHP 190).  First year professional students complete Introduction to Health Systems (PHRM 352), 

which provides an introduction to salient aspects of the U.S. health care system that apply to pharmacy, an 

introduction  to health professionals, health economics, health outcomes  research, health  insurance, and 

formulary design. Second year professional students complete Interprofessional Health Care Practice (CHP 

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400) applying content from PHRM 352 to emphasize patient‐centered health care and how pharmacists play 

an integral role in patient‐centered care.  

 

Third  year  professional  students  complete  4  social  and  administrative  pharmacy  courses.  Pharmacy 

Management (PHRM 475) encompasses the administrative aspects of managing pharmacy resources. Public 

Health for Pharmacists (PHRM 540) details pharmacist contributions to assessing and improving population 

health. Practice Improvement and Project Management (PHRM 570) focuses on the tools necessary to assess 

the efficiency, effectiveness, and safety of clinical practice and how to use those tools to improve both the 

quality of patient care and the financial viability of the practice. The intent of PHRM 570 is to support, from 

a social and administrative sciences perspective, higher order learning. Lastly, during the third professional 

year, students complete Pharmacy Law and Ethics (PHRM 572).    

 

P1 Year 

During the first professional year, foundational knowledge in pharmaceutics (PSCI 368/369), pathophysiology 

(PHRM  340/341),  pharmaceutical  calculations  (PSCI  367),  pharmacokinetics  (PSCI  411  and  470), 

biotechnology (PSCI 410), and drug literature evaluation (PHRM 480) are introduced. These courses provide 

a  variety  of  instructional  and  assessment  methods  to  ensure  students  achieve  the  ABO’s.  Example 

assessment  methods  include  demonstrating  physical  assessment  skill  proficiency  (PHRM  340),  written 

evaluations of drug literature (PHRM 480), and use of audience response technology in the pharmaceutics 

course series (PSCI 368 and 369).  P1 students have demonstrated competence in foundational knowledge 

with overall average scores on summative assessments in didactic courses ranging from 78 – 84% with greater 

than 87% of students meeting or exceeding the benchmark = 70% during the last 3 years (Appendix 1D).    

 

Didactic courses taken fall semester prepare students for Pharmacy Practice Laboratory I (PHRM 351L) where 

they learn the foundations of medication dispensing and consultation, sterile compounding and nonsterile 

compounding.   During Pharmacy Practice Laboratory I, foundational knowledge is reinforced and students 

apply principles  learned  in pharmaceutical  calculations, pharmaceutics, and drug  literature evaluation  to 

calculate drug doses, evaluate appropriate therapy, and compound a medication. To formally assess skills 

development in Pharmacy Practice Laboratory I, students are given a practical examination at the end of the 

semester. The average student score is consistently over 90% with greater than 98% of students meeting or 

exceeding the benchmark (Appendix 1D).  Didactic courses and the practice lab effectively prepare students 

to  enter  IPPE  I  –  Institutional  (PHRM  355)  during  the  summer  following  the  P1  year  as  evidenced  by 

preceptors consistently rating our students above average in foundational knowledge during the last 3 years 

(Appendix 1D).  

 

P2 Year 

During the second professional year, students continue to expand and apply their foundational knowledge 

of  drug mechanisms  of  action  in  the  pharmacodynamics  course  series  and  their  first  pharmacotherapy 

courses. Students are also provided opportunities to further develop and practice their skills related to sterile 

and nonsterile compounding, pharmaceutical calculations, and drug information during Pharmacy Practice 

Laboratory  II  (PHRM  452L)  and  during  their  community  pharmacy  IPPE  II  (PHRM  455).  P2  students 

consistently demonstrate competence in the area of foundational knowledge as evidenced by over 90% of 

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students meeting or achieving  the benchmark  summative assessment average  score  in didactic,  lab, and 

experiential courses (Appendix 1D).  

 

P3 Year 

In  the  third  professional  year,  students  finish  their  pharmacotherapy  courses  and  apply  foundational 

knowledge  in  Pharmacotherapy  Lab  (PHRM  545L)  and  Pharmacy  Practice  Labs  III/IV  (PHRM  551L/552L). 

Pharmacotherapy Lab (545L) was a recent addition to the curriculum to enhance application of foundational 

knowledge,  critical  thinking,  and  clinical  reasoning.  In  this  course,  students  must  apply  foundational 

knowledge  from  pathophysiology,  pharmacokinetics,  pharmacodynamics,  medicinal  chemistry  and 

pharmacotherapy  to  complete  weekly  problem‐based  and  patient‐case  exercises.  In  Public  Health  for 

Pharmacists (PHRM 540), students work in pairs under the guidance of a faculty mentor to prepare a poster 

highlighting  pharmacy  contributions  to  public  health  and  present  their  work  at  a  poster  symposium. 

Pharmacotherapy Capstone (PHRM 580) follows in the final spring semester of the P3 year where students 

are expected to demonstrate mastery  in applying the foundational sciences to patient‐centered care. The 

most recent student learning outcome assessment results show P3 students achieved an overall average of 

84% or greater on all summative assessments of foundational knowledge with 98 – 100% of them meeting 

or exceeding the benchmark of 70% (Appendix 1D).  

 

Triangulated Assessment Results 

Student learning outcome assessment results for foundational knowledge described above are triangulated 

with results from other direct and indirect assessment measures such as the Pharmacy Curriculum Outcomes 

Assessment  (PCOA), preceptor evaluation of  students on  their Advanced Pharmacy Practice  Experiences 

(APPE), AACP Curriculum Quality  Survey  responses,  and  performance on  national  standardized  licensing 

exams.   

 

PCOA. NDSU students take the PCOA in late January or early February of their P3 year.  We offer no incentives 

or prep courses. Rather, we inform students it is their professional responsibility to take the exam seriously 

and perform to the best of their ability.  Student scores rank higher than the 50th percentile of the national 

results  from  2016‐2019. NDSU  students’ mean  scaled  score  has  also  been  consistently  higher  than  the 

national/reference group mean scaled score each year during the same time frame. (Appendix 1E) 

 

APPE  Preceptor  Evaluation  of  Students.  The  overall mean  preceptor  evaluation  score  for  foundational 

knowledge achieved by NDSU P4  students  is above average  (4.0) with over 98% of  students meeting or 

achieving the benchmark of 3.0 (average) for the last 3 years (Appendix 1D).   

 

AACP  Survey  Results.  Results  of  from  the  AACP  Curriculum  Quality  Surveys  for  graduating  students, 

preceptors,  and  alumni  to questions pertinent  for  foundational  knowledge  compared  to  national public 

schools are depicted in the table below. In all instances with the exception of the alumni survey in 2016‐2017, 

the percent of  individuals affiliated with NDSU responding “strongly agree” or “agree” exceeds that of all 

national public schools. Although there was a slightly higher incidence of disagreement among NDSU alumni 

for  questions  14‐16  compared  to  national  public  schools,  the  slight  difference  wasn’t  alarming.  This 

interpretation of  the data  is  further supported when  looking at our preceptor and student survey results 

related to this standard. 

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 NAPLEX.  For  the past  three  years our  first‐time NAPLEX pass  rates have been higher  than  the national 

average (Figure 1.1) and score at or above the national average  in both competency areas (Appendix 1F). 

With the roll out of the new accreditation standards 2016 the school requires all graduating students to take 

the pre‐NAPLEX exam (which was paid for by the school) and provide the results to the program. If students 

do not pass the pre‐NAPLEX they submit to the Senior Associate Dean a performance improvement plan to 

ensure success on the NAPLEX.  

 

 

       Figure 1.1 

  

 

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MPJE: MPJE pass rates for NDSU graduates for the past 3 years exceeds that of the national average passing 

rate (Figure 1.2 and Appendix 1G). 

 

    Figure 1.2 

  

 4) College or School’s Final Self‐Evaluation:   Self‐assess how well the program  is  in compliance with the 

standard by putting a check in the appropriate box : 

Compliant  Compliant with Monitoring  Partially Compliant  Non Compliant 

No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance. 

• No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or  

• Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance.  

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance.      

• Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or  

• Adequate information was not provided to assess compliance.  

  

 Compliant  Compliant with Monitoring 

☐ Partially Compliant  ☐ Non Compliant 

Recommended Monitoring:  If applicable, briefly describe  issues or elements of  the  standard  that may require further monitoring. ‐ NA

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NORTH DAKOTA STATE UNIVERSITY DOCTOR OF PHARMACY PROGRAM-LEVEL EDUCATIONAL OUTCOMES

This document defines the educational outcomes, or what students will be able to do upon completion of the Doctor of Pharmacy curriculum at North Dakota State University School of Pharmacy. The educational outcomes reflect competencies essential for an entry-level pharmacist in any setting to practice collaboratively as a member of an interprofessional team, provide patient-centered care, contribute to the health of diverse patient populations, demonstrate leadership, and effectively manage a complex work environment. A glossary of terms used in this document can be found in Table 1.

Domain 1. Foundational Knowledge Students will be able to develop, integrate, and apply knowledge from the foundational sciences (biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences) to explain drug action, solve therapeutic problems, evaluate scientific literature, and advance population health and patient-centered care.

Specific Competencies: 1.1

1.2 1.3 1.4 1.5

Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and evaluate their potential value in individuals and populations. Apply knowledge in foundational sciences to solve therapeutic problems and advance patient centered care. Critically analyze scientific literature related to drugs and disease to enhance clinical decision making. Demonstrate an understanding of scientific research and discovery. Identify and critically analyze emerging theories, information, and technologies that may impact patient-centered and population based care.

Domain 2. Essentials for Practice and Care 2.1 Patient-Centered Care Students will be able to provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).

Specific Competencies 2.1.1

2.1.2 2.1.3 2.1.4 2.1.5

Collect and interpret subjective and objective evidence related to patient, medications, allergies/adverse reactions, and disease. Prioritize patient health-related needs. Formulate assessments and implement evidence based care plans and recommendations. Monitor the patient and adjust care plan as needed. Document patient care related activities.

2.2 Medication use systems management Students will be able to manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems (i.e., procurement, storage, prescribing, transcription, dispensing, administration, monitoring, and documentation.

Specific Competencies: 2.2.1

2.2.2 2.2.3 2.2.4

2.2.5 2.2.6

Identify, compare, and contrast the components of typical medication use systems in different pharmacy practice settings. Identify and utilize resources to optimize the safety and efficacy of medication use systems. Manage medication use systems during patients’ transitions of care. Apply standards, guidelines, best practices, and established processes related to safe and effective medication use. Utilize continuous quality improvement techniques in the medication use process. Accurately select, prepare, and dispense medications (prescriptions, non-prescription, sterile, and non-sterile dosage forms).

APPENDIX 1A

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2.3 Health and Wellness Students will be able to design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness Specific Competencies: 2.3.1 2.3.2 2.3.3

Deliver systematic preventive care, using risk assessment, risk reduction, screening, education, and immunizations. Provide prevention, intervention, and educational strategies for individuals and communities to improve health and wellness. Evaluate personal, social, economic, and environmental conditions to maximize health and wellness.

2.4 Population-based Care Students will be able to describe how population-based care influences patient-centered care and the development of practice guidelines and evidence-based best practices. Specific Competencies: 2.4.1 2.4.2 2.4.3

Assess the healthcare status and needs of a targeted patient population. Develop and provide an evidence-based approach that considers the cost, care, access, and satisfaction needs of a targeted patient population. Participate in population health management by evaluating and adjusting interventions to maximize health.

Domain 3. Approach to Practice and Care 3.1 Problem Solving Students will be able to identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution while considering ethical, legal, and cultural dimensions. Specific Competencies: 3.1.1 3.1.2 3.1.3 3.1.4 3.1.5 3.1.6

Identify and define the primary problem. Define goals and alternative goals. Within the context of the problem, explore multiple solutions by organizing, prioritizing, and defending each possible solution. Identify possible positive and negative outcomes by reviewing assumptions, inconsistencies, and unintended con-sequences. Implement the most viable solution, including monitoring parameters, to measure intended and unintended consequences. Reflect on the solution implemented and evaluate its effects to improve future performance.

3.2 Education Students will be able to educate all audiences (e.g., patients/caregivers, technicians and interns, pharmacy students, fellow pharmacists, other healthcare providers, legislators) by determining the most effective and enduring ways to impart information and assess learning. Specific Competencies: 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5

Assess the need for pharmacist-delivered education. Retrieve, analyze, and interpret the professional, lay, and scientific literature to effectively communicate information to a specific audience. Select the most effective techniques/strategies to achieve learning objectives for education given to a specific audience. Deliver the education to the intended audience. Assess audience comprehension to ensure effective instruction/education was achieved.

3

3.3 Patient Advocacy Students will be able to represent the patients’ best interests. Specific Competencies: 3.3.1 3.3.2

Empower patients to take responsibility for, and control of, their health. Assist patients in obtaining the resources and care required in an efficient and cost-effective manner.

3.4 Interprofessional Collaboration Students will be able to actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and shared values to meet patient care needs. Specific Competencies:

3.4.1. 3.4.2. 3.4.3.

Establish a climate of accountability, mutual respect, and shared values with members of the interprofessional team to meet patient and population care needs. Incorporate the knowledge, skills, and abilities of each member of the interprofessional team to provide care that is safe, timely, efficient, effective, and equitable. Communicate in a manner that values team based decision making and shows respect for contributions from other areas of expertise.

3.5 Cultural Sensitivity Students will be able to identify and appropriately adjust the content and delivery of pharmacy services based on the unique socio-cultural characteristics of the patient receiving care. Specific Competencies 3.5.1 Recognize the collective identity and norms of different cultures without overgeneralizing (i.e., recognize

and avoid biases and stereotyping). 3.5.2 Demonstrate an attitude that is respectful of different cultures. 3.5.3 Assess a patient’s health literacy and modify communication strategies to meet the patient’s needs. 3.5.4 Appropriately incorporate patients’ cultural beliefs and practices into patient care.

3.6 Communication Students will be able to effectively communicate using verbal, nonverbal, and written methods when interacting with individuals, groups, and organizations. Specific Competencies:

3.6.1 3.6.2 3.6.3 3.6.4 3.6.5 3.6.6

Demonstrate effective interpersonal skills when interacting with others to establish rapport and build trusting relationships. Actively listen and ask appropriate open and closed-ended questions to gather information. Interview patients using an organized structure, specific questioning techniques (e.g., motivational interviewing), and medical terminology adapted for the audience. Communicate assertively, persuasively, confidently, and clearly. Use available technology and other media to assist with communication as appropriate. Elicit feedback, validating understanding of communication.

4

Domain 4. Personal and Professional Development

4.1 Self-Awareness Students will be able to examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth. Specific Competencies: ±

4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6

Demonstrate motivation, attention, and interest (e.g. habits of mind) during learning and work-related activities. Identify, create, implement, evaluate and modify plans for personal and professional development for the purpose of individual growth. Demonstrate constructive coping strategies to manage stress and conflict. Demonstrate flexibility and maturity in adjusting to change. Recognize ambiguity is part of healthcare and respond by utilizing appropriate resources in dealing with uncertainty. Demonstrate self-confidence when working with patients, families, and members of the healthcare team.

4.2 Leadership Students will be able to demonstrate responsibility for creating and achieving shared goals, regardless of position Specific Competencies: 4.2.1 4.2.2 4.2.3 4.2.4

Identify the history (e.g., successes and challenges) of a situation/organization before implementing changes. Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote teamwork. Persuasively communicate goals to stakeholders to help build consensus. Empower team members by actively listening, gathering input or feedback, and fostering collaboration.

4.3 Innovation & Entrepreneurship Students will be able to engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals. Specific Competencies: 4.3.1 4.3.2

Demonstrate initiative and creative decision making when confronted with novel problems or challenges. Develop new ideas and approaches to improve quality.

4.4 Professionalism Students will exhibit behaviors and values consistent with the trust given to the profession by patients, other healthcare providers, and society. Specific Competencies:ϕ

4.4.1 4.4.2 4.4.3 4.4.4 4.4.5

Demonstrate empathy, compassion, integrity, and respect for others. Demonstrate preparation, initiative, and accountability consistent with a commitment to excellence. Demonstrate a commitment to legal and ethical principles pertaining to provision of patient centered care, including compliance with relevant laws, policies, and regulations. Demonstrate mindfulness of the environment, recognizing that one’s professionalism is constantly evaluated by others. Actively participate in the profession and broader community.

± See Appendix I. for examples ϕ See Appendix II for examples

Approved: 9/2007 Source: Curriculum Committee; Pharm.D. Instructional Faculty Meeting Revised: 3/2010; 1/2011; 5/2012; 12/9/14; 2/17/15

5

Table 1 - GLOSSARY

Term Definition Reference(s)

Advocacy The act or process of supporting a cause, idea, policy, or

person(s).

1. Bzowyckyj AS, Janke KK. A consensus definition and core

competencies for being an advocate for pharmacy. Am J Pharm

Educ 2013; 77(2): Article 24.

Clinical

Sciences

The areas of the professional pharmacy curriculum

focused on the integration and application of the

foundational sciences (e.g. pharmaceutical and social,

administrative, and behavioral sciences) to improve the

human condition through the safe and efficacious use

medications.

1. American College of Clinical Pharmacy. The definition of clinical

pharmacy. Pharmacother. 2008;28(6):816-817.

2. Accreditation Council for Pharmacy Education (ACPE).

Accreditation standards and guidelines for the professional

program in pharmacy leading to the Doctor of Pharmacy degree.

2007. http://www.acpe-

accredit.org/pdf/ACPE_Revised_PharmD_Standards_Adopted_Ja

n152006.pdf. Accessed June 2013.

Competency A complex set of behaviors built through the integration

of knowledge, skills, and attitudes. A competency is

observable, measurable, important, and necessary for the

practice of pharmacy.

1. Rowe C. Clarifying the use of competence and competency

models in recruitment, assessment and staff development.

Industrial and Commercial Training. 1995; 27(11):12–17.

2. Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C.

Shifting paradigms: from Flexner to competencies. Acad Med

2002; 77:361-7.

3. Albanese MA, Mejicano G, Mullan P, Kokotailo P, Gruppen L.

Defining characteristics of educational competencies. Med Educ.

2008; 42:248-255.

4. Epstein RM, Hundert EM. Defining and assessing professional

competence. JAMA. 2002; 287:226-35.

Constructive

Coping

Strategies

Consciously working to solve personal and interpersonal

problems and minimize or tolerate stress

1. Shaikh BT, Kahloon A, Kazmi M, Khalid H, Mawaz K, Khan N,

Khan S. Students, stress, and coping strategies. Educ Health.

2004;17(3):346-53.

Culture Sharing a collective identity, common history and

experience, and shared beliefs, values, and norms.

1. Smith WT, Roth JJ, Okoro O, Kimberlin C, Odedina FT.

Disability in cultural competency pharmacy education. Am J

Pharm Educ. 2011; 75(2): Article 26.

6

Entrepreneurial skills

Skills that entrepreneurs effectively exhibit such as:

decision making, strategic thinking, risk taking,

confidence building, communicating ideas, motivating

team members, tolerance of ambiguity, taking

responsibility for actions.

1. Vandel JH. Developing a spirit of entrepreneurism and a

managerial attitude in students. Am J Pharm Educ. 1985; 49(4):

371-371.

2. Gartner WB, Baker T. A plausible history and exploration of

Howard Stevenson’s definition of entrepreneurship. Frontiers of

Entrepreneurship Research. 2010; 30(4): Article 2.

3. Brazeau G. Entrepreneurial spirit in pharmacy. Am J Pharm

Educ. 2013; 77(5): Article 88.

Habits of

Mind

The dispositions that are intentionally used by

characteristically successful people when confronted

with problems that have no immediately apparent

solutions.

These dispositions include:

1. Persisting

2. Managing impulsivity

3. Listening with understanding and empathy

4. Thinking flexibly

5. Thinking about your thinking, emotions, and biases

6. Striving for accuracy

7. Questioning with critical curiosity; problem posing

8. Applying past knowledge to new situations

9. Thinking and communicating with clarity and

precision

10. Attentively gathering data through all senses

11. Creating, imagining and innovating

12. Responding with wonderment and awe

13. Taking responsible risks

14. Finding humor

15. Thinking interdependently

16. Remaining open to continuous learning

1. Mindful by Design. Defining Habits of Mind. Available at:

http://www.habitsofmind.org/content/defining-habits-mind-close-

look. Accessed May 2013.

2. Speedie MK, Baldwin JN, Carter RA, Raehl CL, Yanchick VA,

Maine LL. Cultivating 'habits of mind' in the scholarly pharmacy

clinician: report of the 2011-12 Argus Commission. Am J Pharm

Educ. 2012; 76(6):S3.

7

Health literacy One of the social determinants of health referring to the

degree to which an individual can obtain and process

basic health information to understand and make

appropriate health decisions.

1. Consumer Health Informatics Research Resources (CHIRr).

Available at: www.chirr.nlm.nih.gov/health-literacy. Accessed

June 2013.

Help Seeking Assessing needs and finding assistance when a deficit is

identified that is associated with academic success.

1. Payakachat N, Gubbins PO, Ragland D, Norman SE, Flowers SK,

Stowe CD, et al. Academic help-seeking behavior among student

pharmacists. Am J Pharm Educ. 2013; 77(1): Article 7.

Innovation The act or process of introducing new ideas, devices, or

methods.

1. Merriam-Webster Dictionary Online. Innovation. Available at:

http://www.learnersdictionary.com/search/Innovation. Accessed

May 2013.

Interprofessional Two or more professions working together

collaboratively. Interprofessional is contrasted with the

term interdisciplinary, which focuses on when two or

more fields within the same profession interact.

1. World Health Organization (WHO). Framework for action on

interprofessional education & collaborative practice. Available at:

http://www.who.int/hrh/resources/framework_action/en/ .

Accessed June 2013.

2. Purden M. Cultural considerations in interprofessional education

and practice. J Interprof Care. 2005; Supplement 1: 224 – 234.

Leadership Leadership involves inspiring others. It is a function of

knowing yourself, creating a culture of trust and open

communication, having a vision that is well

communicated, empowering others, taking a broad view

of situations, and forming strategic alliances.

1. Bennis, W. On Becoming a Leader. Reading, MA: Addison-

Wesley Publishing Company; 1995.

2. Zgarrick DP. Chapter 2. Management Functions. In: Desselle SP,

Zgarrick DP, Alston GL, eds. Pharmacy Management: Essentials

for All Practice Settings. 3rd ed. New York: McGraw-Hill; 2012.

Management Identifying, implementing, and overseeing resources to

effectively accomplish specific projects or processes.

1. Fincham JE. Leaders or managers for difficult times. Am J Pharm

Educ. 2009; 73(2): Article 29.

Medication

Use System

A complex process comprised of medication

prescribing, order processing, dispensing,

administration, and effects monitoring (e.g., intended or

unintended effects).

1. Institute for Safe Medication Practices. Available at:

http://www.ismp.org/faq.asp#Question_3. Accessed May 2013.

8

Metacognition Knowledge about one’s own thinking processes and

consciously planning, monitoring, and evaluating

learning.

1. Flavell, JH. Metacognition and cognitive monitoring. American

Psychologist. 1979; 34: 906-911.

2. Garrett J, Alman M, Gardner S, and Born C. Assessing students’

metacognitive skills. Am J Pharm Educ. 2007; 71(1): Article 14.

Learning

Objective

Brief and specific statements that indicate what learners

are expected to know or be able to do after taking part in

an educational activity. Objectives may be cognitive,

affective, or psychomotor.

1. Wojtczak, A. Glossary of medical education terms: part 4. Med

Teach. 2002; 24:567-68.

Learning

(Educational)

Outcome

Statements that describe what a learner should be able to

do at the end of a program.

1. National Institute for Learning Outcomes Assessment. Available

at:

http://www.learningoutcomesassessment.org/TFComponentSLOS.

htm. Accessed May 2013.

Patient-

centered Care

Any care that is respectful of and responsive to

individual patient preferences, needs, and values, and

ensures that patient values guide all clinical decisions.

1. Institute of Medicine. Crossing the quality chasm: a new health

system for the 21st century/Committee on Quality Health Care in

America, Institute of Medicine. National Academy Press.

Washington, DC, 2001. Available at:

http://iom.edu/~/media/Files/Report%20Files/2001/Crossing-the-

Quality-

Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf.

Accessed May 2013.

Pharmaceutical Sciences

The integrative science disciplines (e.g., pharmaceutics,

pharmacokinetics, pharmacology, toxicology, and

medicinal chemistry) taught in the professional

pharmacy curriculum that, collectively explain drug

actions. The pharmaceutical sciences build on

principles introduced in the preprofessional (chemistry,

physics, biology) and biomedical (anatomy, physiology,

biochemistry) sciences.

1. Pandit NK, Soltis RP. Introduction to the Pharmaceutical

Sciences. 2nd

ed. Philadelphia, PA: Lippincott Williams &

Wilkins; 2011.

9

Population-

based Care

A comprehensive care approach where practitioners

assess the health needs of a specific population,

implement and evaluate interventions to improve the

health of that population, and provide care for individual

patients in the context of the culture, health status, and

health needs of the populations of which that patient is a

member.

1. Association of American Medical Colleges (AAMC), Medical

Informatics Panel and the Population Health Perspective Panel.

Contemporary issues in medical informatics and population

health: report II of the Medical School Objectives Project. Acad

Med. 1999;74:130-141.

Population

Health

Management

A set of interventions designed to maintain and improve

people’s health across the full continuum of care—from

low-risk, healthy individuals to high-risk individuals

with one or more chronic conditions.2

1. Zeich R. Patient identification as a key to population health

management. New Medicine. 1998; 2:109-116.

2. Felt-Lisk S, Higgins T. Exploring the promise of population health

management programs to improve health. Available at:

http://www.mathematica-

mpr.com/publications/pdfs/health/PHM_brief.pdf. Accessed May

2013.

Social,

Behavioral,

and

Administrative

Sciences

The disciplines and concepts of public health,

epidemiology, economics, financial management, health

behavior, outcomes, biostatistics and research methods,

law and ethics, healthcare administration, management,

and operations, marketing, communications, medication

distribution systems taught within the professional

pharmacy curriculum.

1. American Association of Colleges of Pharmacy. Social and

Administrative Sciences Section. Available at:

http://www.aacp.org/governance/SECTIONS/socialadminsciences

/Pages/default.aspx. Accessed June 2013.

2. American Pharmacists Association. APhA-APRS Sections.

Available at: http://www.pharmacist.com/apha-aprs-sections/.

Accessed June 2013.

3. Research in Social & Administrative Pharmacy (RSAP). About

RSAP. Available at: http://www.rsap.org/. Accessed June 2013.

10

Social

Determinants

of Health

Circumstances in which people are born, grow up, live,

work and age, and the systems put in place to deal with

illness. Examples include age, race/ethnicity, gender,

socioeconomic status, health literacy, religious beliefs,

disability status, diagnosis, LGBT (ie, lesbian, gay,

bisexual, transgender) status, and geography.

1. World Health Organization. Social Determinants of Health: Key

Concepts. Available at:

http://www.who.int/social_determinants/thecommission/finalrepor

t/key_concepts/en/index.html. Accessed May 2013.

2. Report of the National Expert Panel on Social Determinants of

Health Equity: Recommendations for Advancing Efforts to

Achieve Health Equity. Atlanta, GA. September 2009. Available

at:

http://www.unnaturalcauses.org/assets/uploads/file/SDOH%20Exp

ert%20Panel%20Report%20final%2009%2025%202009.pdf.

Accessed May 2013.

Transitions of

Care

The movement of a patient from one setting of care

(e.g., hospital, ambulatory primary care clinic ,

ambulatory specialty care clinic, long-term care facility,

home health, rehabilitation facility) to another.

1. National Transitions of Care Coalition. Improving Transitions of

Care: The Vision of the National Transitions of Care Coalition.

Available at:

ht t p: // www.nt occ .or g/ Port al s/ 0/ PDF/Res our ces/ Pol

icyPaper .pdf . Accessed June 2013.

2. Centers for Medicare and Medicaid Services. Eligible professional

meaningful use menu set measures. Available at:

http://www.cms.gov/Regulations-and-

Guidance/Legislation/EHRIncentivePrograms/downloads/8_Trans

ition_of_Care_Summary.pdf. Accessed May 2013.

11

Appendix I. Self-Awareness Examples

Educational Outcome 4.1 Self-Awareness

Students will be able to examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could

enhance or limit personal and professional growth.

Specific Competencies Student Examples

4.1.1 Demonstrate

motivation, attention,

and interest (e.g. habits

of mind) during

learning and work-

related activities.

(a) Approach tasks with a genuine desire to learn.

(b) Facilitates learning in others.

(c) Demonstrates self-direction in completing tasks after initial instructions are given.

(d) Recognizes that learning from one’s mistakes is a necessary part of the learning process.

(e) Demonstrates curiosity to explore higher level learning.

4.1.2 Identify, create,

implement, evaluate

and modify plans for

personal and

professional

development for the

purpose of individual

growth.

(a) Engages in the practice of reflection for personal and professional improvement.

(b) Demonstrates awareness of own limitations & need for improvement.

(c) Sets goals for Continuing Professional Development (CPD) and initiates self-improvement/educational

activities.

(d) Seeks opportunities to stimulate professional growth and learning.

(e) Takes the initiative to gain an understanding of up-to-date information on new developments and best

practices through evidence based medicine.

4.1.3 Demonstrate

constructive coping

strategies to manage

stress and conflict.

(a) Manages time wisely.

(b) Balances educational, personal and professional activities.

(c) Demonstrates appropriate conduct amidst adverse circumstances (e.g., maintains personal control, avoids

passive-aggressive behavior & inappropriate non-verbal body language).

(d) Recognizes that stressful situations are resolved by breaking the situation down into smaller, more

manageable components.

(e) Anticipates obstacles and thinks ahead about next steps.

(f) Recognizes that practice and experience will alleviate anxiety in stressful situations.

4.1.4 Demonstrate flexibility

and maturity in

adjusting to change

with the capacity to

alter one's behavior.

(a) Adapts to changes caused by varying circumstances.

(b) Prioritizes and re-prioritizes activities in response to change, challenges, or demands.

(c) Seeks, accepts, and applies constructive feedback for improvement.

(d) Demonstrates ability to modify strategies as needed to achieve desired outcomes.

(e) Recognizes when to ask for help and seeks assistance

12

Appendix I. Self-Awareness Examples (cont.)

Specific Competencies Student Examples

4.1.5 Recognize ambiguity is

part of healthcare and

respond by utilizing

appropriate resources in

dealing with

uncertainty.

(a) Rapidly identifies, acquires collects, and weighs the importance of available information to solve problems.

(b) Makes decisions based upon analysis of existing information and applied knowledge.

(c) Rapidly acquires new information and applies knowledge to analyze issues.

(d) Values input and expertise from others.

(e) Demonstrates the ability to customize and adapt evidence based guidelines to the individual patient in

question.

(f) Recognizes there may be multiple reasonable solutions to patient care problems based upon evidence based

medicine, experience, and intuition.

4.1.6 Demonstrate self-

confidence when

working with patients,

families, and members

of the healthcare team.

(a) Maintains eye contact while speaking and listening to patient.

(b) Demonstrates active listening skills when interacting with members of the healthcare team.

(c) Contributes information and knowledge in a self-assured, yet courteous manner.

(d) Displays a willingness and ability to efficiently communicate knowledge based on academic level.

(e) Displays an ability to discuss personal shortcomings or failures without losing faith in his/her own

competence.

13

Appendix II. Professionalism Examples

Educational Outcome 4.4 Professionalism

Students will exhibit behaviors and values consistent with the trust given to the profession by patients, other healthcare providers, and

society.

Specific Competencies Examples of Student Behaviors

4.4.1 Demonstrate empathy,

compassion, integrity,

and respect for others.

(a) Demonstrates awareness of and sensitivity to needs of colleagues, staff, and faculty.

(b) Demonstrates sensitivity to others based on differences in age, gender, culture, race, socioeconomic level,

religious beliefs, sexual orientation, etc.

(c) Tactfully questions policies, procedures, and practices.

(d) Answers questions truthfully and tactfully.

(e) Respects physical property and environment.

(f) Demonstrates a considerate attitude towards faculty & fellow students in class (e.g., arrives on time, does not

disrupt class, does not use electronic devices inappropriately, etc.) and co-curricular activities.

(g) Refers to other disciplines and professions in a positive manner and treats them with dignity.

(h) Appropriately addresses patients, colleagues, team members, faculty, and staff.

(i) Relates and responds to patients in a caring and compassionate manner.

(j) Recognizes, accepts, and patiently endures inconveniences to meet the needs of patients.

(k) Maintains an open, approachable manner.

(l) Demonstrates honesty in academic endeavors and interactions with others.

4.4.2. Demonstrate preparation,

initiative, and

accountability consistent

with a commitment to

excellence.

(a) Strives for accuracy and precision by displaying a willingness to recognize, correct, and learn from errors. (CAPE

4.1.6)

(b) Seeks, accepts, and applies constructive feedback and criticism & then modifies behavior accordingly.

(c) Accountable for deadlines; completes assignments and tasks on time.

(d) Reads & responds to emails, correspondence, & communication within 72 hours or less.

(e) Comes to class prepared for discussion and/or with homework completed.

(f) Comes to rotations prepared for patient care experiences, and reviews information as needed.

(g) Takes responsibility for actions and performance of self and those who report to you.

(h) Provides constructive feedback to colleagues with intention to help and educate.

(i) Takes responsibility for appropriate share of team work.

(j) Provides colleagues and team members with information that is accurate, timely, and organized.

14

Appendix II. Professionalism Examples (cont.)

Specific Competencies Examples of Student Behaviors

4.4.3 Demonstrate a

commitment to legal and

ethical principles

pertaining to provision of

patient centered care,

including compliance

with relevant laws,

policies, and regulations.

(a) Protects patient identity and confidential information.

(b) Develops appropriate relationship with patients and other members of the healthcare team for optimal care while

maintaining professional boundaries.

(c) Adheres to practice standards as identified by state & federal law.

(d) Adheres to institution specific policy & procedures.

(e) Adheres to the Student Academic & Conduct Standards Policy 3.01.

4.4.4 Demonstrate mindfulness

of the environment,

recognizing that one’s

professionalism is

constantly evaluated by

others.

(a) Presents self in a professional manner (e.g., demeanor, dress, hygiene).

(b) Utilizes caution & prudence when disclosing personal or private information in a public forum, including social

media.

(c) Intervenes when others are demonstrating behaviors counter to the principles of professionalism.

(d) Accepts constructive feedback & criticism relative to professional behavior and modifies behavior accordingly.

4.4.5 Actively participate in

the profession and

broader community.

(a) Actively participates and engages in school organizations &/or other worthwhile endeavors in the pharmacy

profession.

(b) Serves society by using expertise to solve problems (PAT)

(c) Recognizes & acts on his/her responsibilities to society; locally, nationally, and globally (Acad Med 2013).

(d) Advocates for underserved populations and those who can’t advocate for themselves.

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1. Foundational Science1.1 Integrate knowledge fromfoundational sciences to explain how specific drugs or drug classes work and evaluate their potential value in individuals and populations.

x x x x x x x x x x x x x x x x x x x x x x

1.2 Apply knowledge in foundational sciences to solve therapeutic problems and advance patient centered care. x x x x x x x x x x x x x x x x x x x x x x

1.3 Critically analyze scientific literature related to drugs and disease to enhance clinical decision making. x x x x x x x x x x x x x

1.4 Demonstrate an understanding of scientific research and discovery. x x x x x x x x x

1.5 Identify and critically analyze emerging theories, information, and technologies that may impact patient-centered and population based care.

x x x x x x x

2.1 Patient Centered Care 2.1.1 Collect and interpret subjective and objective evidence related to patient, medications, allergies/adverse reactions, and disease.

x x x x x x x x x x x x x x x x x x x x x x

2.1.2 Prioritize patient health-related needs. x x x x x x x x x x x x x x x x x x x

2.1.3 Formulate assessments and implement evidence based care plans and recommendations.

x x x x x x x x x x x x x x x x x x x x x

2.1.4 Monitor the patient and adjust care plan as needed. x x x x x x x x x x x x x x x x x x x

2.1.5 Document patient care related activities. x x x x x x x x x x x x x

2.2 Medication Use Systems Management2.2.1 Identify, compare, and contrast the components of typical medication use systems in different pharmacy practice settings

x x x x x x x

2.2.2 Identify and utilize resources to optimize the safety and efficacy of medication use systems.

x x x x x x

2.2.3 Manage medication use systems during patient's transitions of care. x x x x x x

2.2.4 Apply standards, guidelines, best practices, and established processes related to safe and effective medication use.

x x x x x x x x x x

2.2.5 Utilize continuous quality improvement techniques in the medication use process.

x x x x x

2.2.6 Accurately select, prepare, and dispense medications (prescriptions, non-prescription, sterile, and non-sterile dosage forms).

x x x x x x x x

ACPE EO/ABO CURRICULUM MAP2018-2019

9/12/2019

APPENDIX 1B.

P2 CURRICULUM / CO-CURRICULUM P3 CURRICULUM / CO-CURRICULUMP1 CURRICULUM / CO-CURRICULUMEO

Dom

ain

ABO Competency Co-C

urric

ulum

340

Path

ophy

siolo

gy

341

Path

ophy

siolo

gy II

350

Intro

PPr

ax35

1L P

Prax

Lab

352

Heal

th Sy

stem

s35

5 IP

PE36

7 Ca

lcula

tions

368

Phar

mac

eutic

s36

9 Ph

arm

aceu

tics I

I

410

Biot

echn

olog

y41

1 PK

PD

Prin

ciple

s

412

Onc/

ID47

0 PK

480

Drug

Lit

Co-C

urric

ulum

400

Top

Drug

s 41

3 En

do/P

ulm

/GI D

ynam

ics

414

CV D

ynam

ics41

5 Ne

uro

Dyna

mics

417

Geno

mics

450

Self

Care

452L

PPr

ax La

b45

5 IP

PE53

2 ID

Pha

rmac

othe

rapy

534

Endo

Pha

rmac

othe

rapy

535

Hem

e/Onc

(NO

18/1

9)

538

CV/ P

ulm

565

Imm

uniza

tions

400

IPE

Co-C

urric

ulum

475

Mng

mt

500

Top

Drug

s II

520

Spec

Pop

536

Neur

opsy

ch53

7 Re

nal

540

Publ

ic He

alth

545L

Pha

rmac

othe

rapy

Lab

545

Clin

Tox

551L

PPr

ax La

b55

2L P

Prax

Lab

560

Spec

Car

e57

0 Pr

ax Im

prov

572

Law

& Et

hics

580

Caps

tone

P4 A

PPE

CURR

ICUL

UM

ACPE EO/ABO CURRICULUM MAP2018-2019

2.3 Health and Wellness X2.3.1 Deliver systematic preventive care, using risk assessment, risk reduction, screening, education, and immunizations.

x x x x x x x

2.3.2 Provide prevention, intervention, and educational strategies for individuals and communities to improve health and wellness.

x x x x x x x x x

2.3.3 Evaluate personal, social, economic, and environmental conditions to maximize health and wellness.

x x x x x

2.4 Population-Based Care2.4.1 Assess the healthcare status and needs of a targeted patient population. x x x

2.4.2 Develop and provide an evidence-based approach that considers the cost, care, access, and satisfaction needs of a targeted patient population.

x x x x

2.4.3 Participate in population health management by evaluating and adjusting interventions to maximize health.

x

3.1 Problem Solving 3.1.1 Identify and define the primary problem. x x x x x x x x x x x x x x x x x x x

3.1.2 Define goals and alternative goals.

x x x x x x x x x x x x x x x x x x

3.1.3 Within the context of the problem, explore multiple solutions by organizing, prioritizing, and defending each possible solution.

x x x x x x x x x x x x x x x x

3.1.4 Identify possible positive and negative outcomes by reviewing assumptions, inconsistencies, and unintended con-sequences.

x x x x x x x x x x x x x x

3.1.5 Implement the most viable solution, including monitoring parameters, to measure intended and unintended consequences.

x x x x x x x x x x x x x x x x x

3.1.6 Reflect on the solution implemented and evaluate its effects to improve future performance. x x x x x x x x x x

9/12/2019

P2 CURRICULUM / CO-CURRICULUM P3 CURRICULUM / CO-CURRICULUMP1 CURRICULUM / CO-CURRICULUMEO

Dom

ain

ABO Competency Co-C

urric

ulum

340

Path

ophy

siolo

gy

341

Path

ophy

siolo

gy II

350

Intro

PPr

ax35

1L P

Prax

Lab

352

Heal

th Sy

stem

s35

5 IP

PE36

7 Ca

lcula

tions

368

Phar

mac

eutic

s36

9 Ph

arm

aceu

tics I

I

410

Biot

echn

olog

y41

1 PK

PD

Prin

ciple

s

412

Onc/

ID47

0 PK

480

Drug

Lit

Co-C

urric

ulum

400

Top

Drug

s 41

3 En

do/P

ulm

/GI D

ynam

ics

414

CV D

ynam

ics41

5 Ne

uro

Dyna

mics

417

Geno

mics

450

Self

Care

452L

PPr

ax La

b45

5 IP

PE53

2 ID

Pha

rmac

othe

rapy

534

Endo

Pha

rmac

othe

rapy

535

Hem

e/Onc

(NO

18/1

9)

538

CV/ P

ulm

565

Imm

uniza

tions

400

IPE

Co-C

urric

ulum

475

Mng

mt

500

Top

Drug

s II

520

Spec

Pop

536

Neur

opsy

ch53

7 Re

nal

540

Publ

ic He

alth

545L

Pha

rmac

othe

rapy

Lab

545

Clin

Tox

551L

PPr

ax La

b55

2L P

Prax

Lab

560

Spec

Car

e57

0 Pr

ax Im

prov

572

Law

& Et

hics

580

Caps

tone

P4 A

PPE

CURR

ICUL

UM

ACPE EO/ABO CURRICULUM MAP2018-2019

3.2 Education X3.2.1 Assess the need for pharmacist-delivered education. x x x x x x

3.2.2 Retrieve, analyze, and interpret the professional, lay, and scientific literature to effectively communicate information to a specific audience.

x x x x x x x x x x x

3.2.3 Select the most effective techniques/strategies to achieve learning objectives for education given to a specific audience.

x x x x x

3.2.4 Deliver the education to the intended audience. x x x x x x x x

3.2.5 Assess audience comprehension to ensure effective instruction/education was achieved.

x x x x x x x x

3.3 Patient Advocacy X3.3.1 Empower patients to take responsibility for, and control of, their health.

x x x x x

3.3.2 Assist patients in obtaining the resources and care required in an efficient and cost-effective manner.

x x x x

3.4 Interprofessional Collaboration X X3.4.1 Establish a climate of accountability, mutual respect, and shared values with members of the interprofessional team to meet patient and population care needs.

x x x x x x x

3.4.2 Incorporate the knowledge, skills, and abilities of each member of the interprofessional team to provide care that is safe, timely, efficient, effective, and equitable.

x x x x x x

3.4.3 Communicate in a manner that values team based decision making and shows respect for contributions from other areas of expertise.

x x x x x

3.5 Cultural Sensitivity X3.5.1 Recognize the collective identity and norms of different cultures without overgeneralizing (i.e., recognize and avoid biases and stereotyping).

x x

3.5.2 Demonstrate an a tude that is respectful of different cultures. x

3.5.3 Assess patient health literacy and modify communication strategies to meet the patient's needs x x x x x x

3.5.4 Appropriately incorporate patients’ cultural beliefs and practices into patient care.

x x x x

9/12/2019

P2 CURRICULUM / CO-CURRICULUM P3 CURRICULUM / CO-CURRICULUMP1 CURRICULUM / CO-CURRICULUMEO

Dom

ain

ABO Competency Co-C

urric

ulum

340

Path

ophy

siolo

gy

341

Path

ophy

siolo

gy II

350

Intro

PPr

ax35

1L P

Prax

Lab

352

Heal

th Sy

stem

s35

5 IP

PE36

7 Ca

lcula

tions

368

Phar

mac

eutic

s36

9 Ph

arm

aceu

tics I

I

410

Biot

echn

olog

y41

1 PK

PD

Prin

ciple

s

412

Onc/

ID47

0 PK

480

Drug

Lit

Co-C

urric

ulum

400

Top

Drug

s 41

3 En

do/P

ulm

/GI D

ynam

ics

414

CV D

ynam

ics41

5 Ne

uro

Dyna

mics

417

Geno

mics

450

Self

Care

452L

PPr

ax La

b45

5 IP

PE53

2 ID

Pha

rmac

othe

rapy

534

Endo

Pha

rmac

othe

rapy

535

Hem

e/Onc

(NO

18/1

9)

538

CV/ P

ulm

565

Imm

uniza

tions

400

IPE

Co-C

urric

ulum

475

Mng

mt

500

Top

Drug

s II

520

Spec

Pop

536

Neur

opsy

ch53

7 Re

nal

540

Publ

ic He

alth

545L

Pha

rmac

othe

rapy

Lab

545

Clin

Tox

551L

PPr

ax La

b55

2L P

Prax

Lab

560

Spec

Car

e57

0 Pr

ax Im

prov

572

Law

& Et

hics

580

Caps

tone

P4 A

PPE

CURR

ICUL

UM

ACPE EO/ABO CURRICULUM MAP2018-2019

3.6 Communication X3.6.1 Demonstrate effective interpersonal skills when interacting with others to establish rapport and build trusting relationships.

x x x x x x x

3.6.2 Actively listen and ask appropriate open and closed-ended questions to gather information.

x x x x x x x x x

3.6.3 Interview patients using an organized structure, specific questioning techniques (e.g., motivational interviewing), and medical terminology adapted for the audience.

x x x x

3.6.4 Communicate assertively, persuasively, confidently, and clearly. x x x x x x x x x x x x

3.6.5 Use available technology and other media to assist with communication as appropriate.3.6.6 Elicit feedback, validating understanding of communication. x x x x x x x x x

4.1 Self-Awareness X X4.1.1 Demonstrate motivation, attention, and interest (e.g. habits of mind) during learning and work-related activities.

x x x x x x x x x x

4.1.2 Identify, create, implement, evaluate and modify plans for personal and professional development for the purpose of individual growth.

x x x x x x

4.1.3 Demonstrate constructive coping strategies to manage stress and conflict. x x

4.1.4 Demonstrate flexibility and maturity in adjusting to change. x x x x x

4.1.5 Recognize ambiguity is part of healthcare and respond by utilizing appropriate resources in dealing with uncertainty.

x x x x x x

4.1.6 Demonstrate self-confidence when working with patients, families, and members of the healthcare team. x x x x

9/12/2019

P2 CURRICULUM / CO-CURRICULUM P3 CURRICULUM / CO-CURRICULUMP1 CURRICULUM / CO-CURRICULUMEO

Dom

ain

ABO Competency Co-C

urric

ulum

340

Path

ophy

siolo

gy

341

Path

ophy

siolo

gy II

350

Intro

PPr

ax35

1L P

Prax

Lab

352

Heal

th Sy

stem

s35

5 IP

PE36

7 Ca

lcula

tions

368

Phar

mac

eutic

s36

9 Ph

arm

aceu

tics I

I

410

Biot

echn

olog

y41

1 PK

PD

Prin

ciple

s

412

Onc/

ID47

0 PK

480

Drug

Lit

Co-C

urric

ulum

400

Top

Drug

s 41

3 En

do/P

ulm

/GI D

ynam

ics

414

CV D

ynam

ics41

5 Ne

uro

Dyna

mics

417

Geno

mics

450

Self

Care

452L

PPr

ax La

b45

5 IP

PE53

2 ID

Pha

rmac

othe

rapy

534

Endo

Pha

rmac

othe

rapy

535

Hem

e/Onc

(NO

18/1

9)

538

CV/ P

ulm

565

Imm

uniza

tions

400

IPE

Co-C

urric

ulum

475

Mng

mt

500

Top

Drug

s II

520

Spec

Pop

536

Neur

opsy

ch53

7 Re

nal

540

Publ

ic He

alth

545L

Pha

rmac

othe

rapy

Lab

545

Clin

Tox

551L

PPr

ax La

b55

2L P

Prax

Lab

560

Spec

Car

e57

0 Pr

ax Im

prov

572

Law

& Et

hics

580

Caps

tone

P4 A

PPE

CURR

ICUL

UM

ACPE EO/ABO CURRICULUM MAP2018-2019

4.2 Leadership X4.2.1 Identify the history (e.g., successes and challenges) of a situation/organization before implementing changes.

x

4.2.2 Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote teamwork.

x x x x x

4.2.3 Persuasively communicate goals to stakeholders to help build consensus. x x x

4.2.4 Empower team members by actively listening, gathering input or feedback, and fostering collaboration. x x x x x

4.3 Innovation & Entrepreneurship X 4.3.1 Demonstrate initiative and creative decision making when confronted with novel problems or challenges.

x x x

4.3.2 Develop new ideas and approaches to improve quality. x x x

4.4 Professionalism X X4.4.1 Demonstrate empathy, compassion, integrity, and respect for others.

x x x x x x x x x x

4.4.2 Demonstrate preparation, initiative, and accountability consistent with a commitment to excellence. x x x x x x x x x x

4.4.3 Demonstrate a commitment to legal and ethical principles pertaining to provision of patient centered care, including compliance with relevant laws, policies, and regulations.

x x x x x x x x x x

4.4.4 Demonstrate mindfulness of the environment, recognizing that one's professionalism is constantly evaluated by others.

x x x x x x x x x

4.4.5 Actively participate in the profession and broader community.

9/12/2019

P1 CURRICULUM P2 CURRICULUM P3 CURRICULUM

Pre-

Phar

mM

icro

470

Imm

unol

ogy

340

Path

ophy

siolo

gy34

1 Pa

thop

hysio

logy

350

Intr

o PP

rax

351L

PPr

ax La

b35

2 He

alth

Sys

tem

s36

7 Ca

lcula

tions

368

Phar

mac

eutic

s36

9 Ph

arm

aceu

tics I

I41

0 Bi

otec

hnol

ogy

411

PK P

D Pr

incip

les

412

Onc/ID

470

PK

480

Drug

Lit

400

Top

Drug

s 41

3 En

do/P

ulm

/GI D

ynam

ics

414

CV D

ynam

ics41

5 Ne

uro

Dyna

mics

417

Geno

mics

450

Self

Care

452L

PPr

ax La

b53

2 ID

Pha

rmac

othe

rapy

534

Endo

Pha

rmac

othe

rapy

535

Hem

e/Onc

(NO

18/1

9)

538

CV/ P

ulm

Pha

rmac

othe

rapy

565

Imm

uniza

tions

400

Inte

rpro

fess

iona

l HC

Prax

475

Mng

mt

500

Top

Drug

s II

520

Spec

Pop

536

Neur

opsy

ch53

7 Re

nal

540

Publ

ic He

alth

545L

Pha

rmac

othe

rapy

Lab

545

Clin

Tox

551L

PPr

ax La

b55

2L P

Prax

Lab

560

Spec

Car

e57

0 Pr

ax Im

prov

572

Law

& E

thics

580

Caps

tone

Basic Biomedical Sciences

Biochemistry I R A A A M R A R A A A A M

Biostatistics I A R A

Human Anatomy I A A I R M R R A A I R R M R A A M

Human Physiology I A A A R M R R M A I A R M A A A M M

Immunology I A A A M R I A R R A M

Medical Microbiology I R I A A A M

Pathology/Pathophysiology I R R I I A A A M M

Pharmaceutical SciencesClinical Chemistry I R I I A R R A A A A A M M

Extemporaneous Compounding I I R R R A I

Medicinal Chemistry I A A R M M R R A R A R A M

Natural Products

Pharmaceutical Calculations I A I R A I R A A A A R A M R M

Pharmaceutics/Biopharmaceutics I M R R A R R A R I R A A R A

Pharmacogenomics/genetics I A A R A A A A A A

Pharmacology I A I R A M I R R M M A I A A A R M A A M M

Pharmacokinetics I R R A A M A A A A R M A A M M

Toxicology I I R I M R I i A I A A I A M

Social/Behavioral/Administrative

Cultural Awareness I R I R I A R A A I A

Ethics I I R I R A R R R R A A A

Healthcare Systems I R A R R R R

Pharmacoeconomics I R I I A R R A R

Pharmacoepidemiology R A A I A A

Pharmacy Law and Regulatory Aff I I R I I I R R R R R A

Practice Management I I A A I

Professional Communication I R A I I R I R R A A M A A A A A R A A R A

Professional Development I A I R R A I A A R A R R A R A

Research Design I I M R A A

Clinical SciencesHealth Info Retrieval & Eval I R M R A M A I A A A A A R A A R M

Health Informatics I I A R I R R A A M

Public Health A I R R I M A A A

Patient Safety R I A R M I R A R I I A R

Patient Assessment I A A I A A M A A A A A R A M A

Clinical Pharmacokinetics I R M I R R R A A A A R A M M

Self-Care Pharmacotherapy I A A A A A R A A M A

Pharmacotherapy A R I I I I A A M M I M M A A A M A M

Medication Dispensing and Distrib R I I R R A R

ACPE APPENDIX 1 CURRICULUM MAP 2018-2019

Depth of CoverageI = IntroducedR = ReinforcedA = AppliedM = Mastery

APPENDIX 1C

Assessment Metric* 2016-2017 2017-2018 2018-2019340/341 Pathophysiology 367 Pharmaceutical Calculations368 Pharmaceutics I369 Pharmaceutics II410 Pharmaceutical Biotechnology411 Principles of PK/PD412 Chemo/ID Dynamics470 Pharmacokinetics480 Drug Literature Evaluation

351L Pharmacy Practice Lab I90.1%100%

93.0%100%

91%98.7%

355 IPPE IPreceptor Evaluation ABO 1 Ave Score (1-5) / %BM=3

3.87100%

3.79100%

3.63100%

413 Endo/Resp/GI Dynamics414 CV Pharmacodynamics415 Neuropsychiatry Pharmacodynamics417 Pharmacogenomics532 Infectious Disease Pharmacotherapy535 Hematology/Oncology Pharmacotherapy538 CV & Pulmonary Pharmacotherapy545 Clinical Toxicology565 Pharm-Based Immunization Delivery

452L Pharmacy Practice Lab II85.4.1%95.1%

93.0%100.0%

92.9%100%

455 IPPE IIPreceptor Evaluation ABO 1 Ave Score (1-5) / %BM=3

4.1100%

4.13100%

4.12100%

475 Pharmacy Practice Management520 Special Populations536 Neuropsychiatry Pharmacotherapy 537 Renal Pharmacotherapy540 Public Health545L Pharmacotherapy Lab570 Pharm Prac Improvement & PM560 Specialty Care Topics580 Pharmacotherapy Capstone

551L/552L Pharmacy Practice Lab III/IV93.0%100%

87.0%92.4%

87.5%98.8%

Pharmacy Curriculum Outcomes Assessment Scaled Score (Natl)Percentile Rank

355 (354)51

366 (352)61

360 (348)60

P4 581 - 589 APPEPreceptor Evaluation ABO 1 Ave Score (1-5) / %BM=3

4.0498.8%

4.1298.8%

4.0999%

* Summative Assessments, All students

P2

a) Overall % Averageb) % Students meeting

benchmark (70%)

80%

83%

78.7%

88.4%

83.8%

93.4%

P3

a) Overall % Averageb) % Students meeting

benchmark (70%)

83.5%

95.6%

83.1%

65.4%

84.1%

100%

APPENDIX 1D. STUDENT LEARNING OUTCOMES ASSESSMENT REPORT 2016-2019

RESULTSABO 1. Foundational Knowledge (ACPE Std 1)

P1

a) Overall % Averageb) % Students meeting

benchmark (70%)

78.3%

87.5%

79.8%

88.8%

83.6%

96.3%

𝒙

11/22/2019 1

APPENDIX 1D. STUDENT LEARNING OUTCOMES ASSESSMENT REPORT 2016-2019

RESULTSAssessment Metric% SA + Agree (Natl) 2016-2017 2017-2018 2018-2019

96.3 (96.9)% 98.8 (96.5)% 98.6 (96.)%

100 (97.9)% 98.8 (97.4)% 100 (98)%

96.3 (95.5)% 96.4 (94.7)% 98.6 (93.2)%

X 95.7 (94.3)% X

X 95.7 (94.8)% X

X 95.1 (91.4)% X

93.8 (95.7)% X 95.6 (94)%

95.8 (96.9)% X 98.3 (95)%

91.7 (93.9)% X 93.2 (89.7)%

ABO 1. Foundational Knowledge (ACPE Std 1) RESULTS

Q21/13. The Pharm.D. program prepares students to evaluate scientific literature.

Alumni Survey ("Odd" years)Q14. The Pharm.D. program prepared me to apply knowledge from the foundational pharmaceutical and biomedical sciences to the provision of patient care.

Q15. The Pharm.D. program prepared me to apply knowledge from the clinical sciences to the provision of patient care.Q16. The Pharm.D. program prepared me to evaluate scientific literature.

AACP Standardized Surveys, ABO 1

Graduating Student Survey (Yearly)Q4. The PharmD program prepared me to apply knowledge from the foundational pharmaceutical and biomedical sciences to the provision of patient care.

Q5. The PharmD program prepared me to apply knowledge from the clinical sciences to the provison of patient care. Q6. The PharmD program prepared me to evaluate scientific literature.

Preceptor Survey ("Even" years)Q19/11. The PharmD program prepares students to apply knowledge from the foundational pharmaceutical and biomedical sciences to the provision of patient care.

Q20/12. The Pharm.D. program prepares students to apply knowledge from the clinical sciences to the provision of patient care.

11/22/2019 2

± New Blueprint and Mandatory PCOA per ACPE ¶ Testing Windows 1 NA – Not provided

Scaled Scores: The scaled scores take into account the difficulty of the items in the major content areas. Scaled scores range from 0 to 700 and can be compared across test administrations. Scaled scores can also be compared between the major content areas, such that a student scoring 200 on Pharmaceutical Sciences and 250 on Basic Sciences demonstrated greater proficiency in Basic Sciences than Pharmaceutical Sciences

Normed Reference Group: The normed reference group consists of a large, national, diverse group of students from United States colleges/schools of pharmacy. Based on data from 2017 through 2018, the norm group consists of approximately 19,271 students that collectively generalize to the population of pharmacy students. The use of reference groups in score reporting permits meaningful comparisons between the performances of current examinees to the performance of a national representative group.

Percentile for Program Year: The percentile rank indicates the standing of NDSU’s average student in the normed reference group. For example, if the school’s percentile rank for third-year students is 60, this implies that the average third-year student at NDSU performed equally or better than 60% of all other third-year students in the normed reference group.

NORTH DAKOTA STATE UNIVERSITY (n) 2016± (81)

2017 (89)

2018 (64)

2019 (88)

Total Number of Students¶ 13,602 6,516 7,821 7,198

Total Scaled Score Mean Scaled Score 369 355 366 360 National/Reference Group Scaled Score 358 354 352 348 Percentile for Program Year 56 51 61 60

Basic Biomedical Sciences Mean Scaled Score 342 365 349 348 National/Reference Group Scaled Score 348 358 353 349 Percentile for Program Year 47 52 51 52

Pharmaceutical Sciences Mean Scaled Score 365 343 356 346 National/Reference Group Scaled Score 357 356 354 349 Percentile for Program Year 54 43 50 48

Social/Behavioral/Administrative Pharmacy Sciences

Mean Scaled Score 396 377 391 380 National/Reference Group Scale Score 358 361 356 350 Percentile for Program Year 67 63 71 70

Clinical Sciences Mean Scaled Score 376 357 370 369 National/ Reference Group Scale Score 368 351 352 348 Percentile for Program Year 54 55 63 64

APPENDIX 1E

PCOA School Score Means – Trends for Third Year Students 2016 -2020

School Subtopic Mean Percent Correct

2016 - 2020

Subtopics 2016 2017 2018 2019 2020

# items NDSU (Nat’l)

# items NDSU # items NDSU # items NDSU # items NDSU

Basic Biomedical Sciences

32 10

20 20 20

Physiology (10) 58 (66) (6) 78 (6) 75 (6) 70

51

Biochemistry (8-9) 41 (47) (8) 50 (8) 54 (8) 51 69

Microbiology Related to Human Disease (4-5) 57 (63) (2) 69 (2) 63 (2) 69

Molecular Cell Biology/Genetics (4-5) 53 (60) Immunology (4) 40 (53) (4) 63 (4) 59 (4) 64

Pharmaceutical Sciences

60

66

66

66

Medicinal Chemistry (11-12) 48 (51) (15) 42 (15) 39 (15) 42 60

Pharmacology & Toxicology (15-16) 63 (59) (17) 62 (17) 61 (17) 60

Pharmacognosy & Dietary Supplements (2) 81 (76) (2) 74 (2) 82 (2) 78 Pharmaceutics/Biopharmaceutics (13-14) 67 (57) (12) 53 (12) 63 (12) 55

Pharmacokinetics (9-10) 49 (55) (8) 57 (8) 59 (8) 66 Pharmacogenomics and Genetics (0-1) 67 (54) (6) 62 (6) 60 (6) 58

Sterile and Nonsterile Compounding (7) 69 (59) (6) 68 (6) 83 (6) 69

Social/Behavioral/Admin Pharmacy Sciences

44

44

44

44

Healthcare & Public Health Delivery Systems (7) 71 (68) (6) 65 (6) 74 (6) 62 Population-Based Care & Pharmacoepidemiology (1) 77 (79) (3) 83 (3) 78 (3) 75

Economic & Humanistic Outcomes of HC Delivery (3-4) 72 (62) (2) 77 (2) 55 (2) 65 Pharmacy Management (6) 60 (66) (6) 70 (6) 73 (6) 76

Pharmacy Law & Regulatory Affairs (5) 88 (73) (5) 72 (5) 77 (5) 70 Biostatistics & Research Design (5) 64 (66) (3) 87 (3) 73 (3) 83

Ethical Decision Making (1-2) 65 (77) (3) 81 (3) 87 (3) 88 Professional Communication (6) 74 (83) (7) 81 (7) 74 (7) 75

Social & Behavioral Aspects in Practice (2) 90 (78) (3) 81 (3) 80 (3) 88 Medication Dispensing & Distribution Systems (6-7) 74 (71) (6) 65 (6) 86 (6) 76

Clinical Sciences

64

70

70

70

Evidence-based Practice (7-8) 59 (71) (10) 58 (10) 58 (10) 70 Clinical Pathophysiology (19) 64 (64) (8) 49 (8) 57 (8) 59

Clinical Pharmacokinetics (5-6) 61 (64) (5) 56 (5) 64 (5) 65 Clinical Pharmacogenomics (2) 67 (2) 42 (2) 58

Disease Prevention and Population Health (5) 78 (73) (4) 73 (4) 68 (4) 66

Patient Assessment (9) 72 (9) 70 (9) 68 Clinical Pharmacology and Therapeutics

(21) 79 (74) (32) 65 (32) 70 (32) 64

COLLEGE/SCHOOL OF PHARMACY:

GraduatesSchool's

Passing Rate CandidatesNational Average

Passing RateCandidates

School's Area 1 Average

Score

School's Area 2 Average

Score

National Area 1 Average

Score

National Area 2 Average

Score2017 91.03% 78 87.95% 14,087 12.4 12.7 12.6 12.72018 90.36% 83 89.46% 14,103 12.7 12.6 12.7 12.6

2019* 94.12% 68 90.59% 12,364 12.8 12.9 12.7 12.6* 2nd trimester data only

North Dakota State University

APPENDIX 1F. THREE-YEAR NAPLEX DATA FOR FIRST-TIME CANDIDATES

91.03%90.36%

94.12%

87.95%

89.46%

90.59%

84%85%86%87%88%89%90%91%92%93%94%95%

2017 2018 2019*

Pass

ing

Rate

First-Time Passing Rate on NAPLEX2017-2019

School's Passing Rate

National Average PassingRate

12.4

12.7 12.712.6

12.712.8

12.2

12.3

12.4

12.5

12.6

12.7

12.8

12.9

2017 2018 2019*

Stud

ent A

vera

ge A

rea

Scor

e

Average Area 1 Scores ON NAPLEX

2017-2019

School's Area 1Average Score

National Area 1Average Score

12.7

12.6

12.9

12.7

12.6 12.6

12.512.512.612.612.712.712.812.812.912.9

2017 2018 2019*

Stud

ent A

vera

ge A

rea

Scor

e

Average Area 2 Scores on NAPLEX

2017-2019

School's Area 2Average Score

National Area 2Average Score

COLLEGE/SCHOOL OF PHARMACY: North Dakota State University

Graduates School's Passing Rate

Candidates National Average

Passing Rate

Candidates

2017 91.89% 37 85.20% 8,8642018 91.84% 49 83.76% 8,705

2019* 91.11% 45 84.21% 16,509

* 2nd Trimester data only

APPENDIX 1G. THREE-YEAR MPJE DATA FOR FIRST-TIME CANDIDATES

91.89%

91.84% 91.11%

85.20%

83.76% 84.21%

78%80%82%84%86%88%90%92%94%

2017 2018 2019*

Pass

ing

Rate

First-Time Passing Rate on MPJE2017 - 2019

School's Passing Rate

National Average PassingRate