t4. program specifications - uoh.edu.sa€¦ · 1. periodical assessment of individual output...

كاديميالوطني للتقويم واالعتماد األ المركز

National Center for Academic Accreditation and Evaluation

ATTACHMENT 3.

T4. PROGRAM SPECIFICATIONS

For guidance on the completion of this template, please refer to Chapter 2, of Part 2 of Handbook 2 Internal Quality

Assurance Arrangement.

Program Specifications, Ramadan 1438H, June 2017.

Program Specifications

Institution: University of Hail (UOH) Date: 06 February 2018

College/Department: College of Pharmacy (COP)

Dean/Department Head: Dr Thamir Musnad Alshammari

Insert program and college administrative flowchart:

List all branches offering this program:

The Dean

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Academic Departments

Vice Dean for quality & Develop

ment

Financial & Management affair

unit

Vice Dean of academic affairs

Vice Dean of Research & Graduate

studies affairs Graduate

Studies Unit

Delegate Unit

Scientific & Laboratories research Unit

Academic Evaluation

Unit Examination

Unit

Library

Curriculum Study Unit

Academic evaluation Unit

Exams Unit

Regulatory undergraduate

Unit Undergraduate Activates Unit

Unit counseling and student

support Undergraduate

affairs Unit

Financial affair unit

Purchasing Unit

Management affairs unit

Managerial communication

unit

Public relationship

Imaging Unit

laboratories Unit

Professors and Employee affairs

Unit

Information technology and

teaching aids Unit

Maintenance & Cleaning Unit

Quality Assurances Unit

Skill develop

ment Unit

Studies & strategic

plans Unit

Clinical pharmacy

Dept.

Pharmacology & Toxicology

Pharmaceutics

Pharmaceutical chemistry

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Faculty Board

Council


Branch 1. _ College of Pharmacy, University of Hail, Hail branch, male in main campus, (Baqaa road, P.O.

2440, Hail) and female in Aja campus.___________________________________________

Branch 2. _________________________________________________________________________


A. Program Identification and General Information 1. Program title and code Doctor of Pharmacy (Pharm. D.) UOH-PHA-12 2. Total credit hours needed for completion of the program 206 credit hours (32 hours for the 1

st preparatory

year and 174 hours for the rest of the program)

3. Award granted on completion of the program Doctor of Pharmacy, Pharm. D degree.

4. Major tracks/pathways or specializations within the program (eg. transportation or structural engineering

within a civil engineering program or counseling or school psychology within a psychology program)

Clinical Pharmacy Practice

5. Intermediate Exit Points and Awards (if any) (eg. associate degree within a bachelor degree program)

Not applicable

6. Professional occupations (licensed occupations, if any) for which graduates are prepared. (If there is an early

exit point from the program (eg. diploma or associate degree) include professions or occupations at each exit

point)

Upon completion of the program, graduate should be qualified and licensed to work as a clinical pharmacist in

the following pharmaceutical fields:

1- Hospitals.

2- Community pharmacies.

3- Biotechnological and pharmaceutical industries.

4- Governmental agencies like Saudi Food and Drug Authority (SFDA).

5- Research institutes and centers.

6- Pharmaceutical sales and marketing.

7- Academic institutions.

8- Forensic medicine and toxicological analyses.

9- Nuclear and chemotherapy pharmacies.

10- Traditional and herbal medicine.

There is no early exit point from the described Pharm. D. program.

7. (a) New Program Planned starting date

(b) Continuing Program Year of most recent major program review

List recent major review or accreditation contracts.

1. UOH Quality and Development vice-deanship visit for evaluation and technical support (26 / 3 / 1439)

8. Name of program chair or coordinator. If a program chair or coordinator has been appointed for the

female section as well as the male section, include names of both.

Dr. Nasrin Aldirdiri Khalifa (Program coordinator)

Dr. Heba Kamal Ashour (Vice program coordinator –Female section)

Dr. Hassaan Anwer Rathore (Vice program coordinator –Male section)

YES 25 / 10 / 1434 H – 1 / 9 / 1439

14392013


9. Date of approval by the authorized body (MOE).

Campus Location Approval By Date

Main Campus: Baqaa road,

P.O. 2440, Hail Ministry of Higher Education

(MOHE)

No. 62. 01/1432 H – 01/2011 G

Branch 1: Female section in

Aja Campus

Branch 2:

Branch 3:

Branch 4:


B. Program Context

1. Explain why the program was established.

a. Summarize economic reasons, social or cultural reasons, technological developments, national policy

developments or other reasons.

The Major shift in the health-care system in providing safer and cost-effective health services mandate

pharmacists to require general & specific knowledge and skills, namely pharmacists with Pharm. D-degree.

There is a large wealth of literature that supports the pharmacists’ role aiming to improve patients care,

minimizing drug adverse effects, and reducing health expenditure.

In addition, Pharm. D holders usually demonstrate a positive impact on improving patient education and

knowledge of their health related quality of life, especially at the levels of Hail city and region. Also, there is no

pharmacy college in the area. In addition to limited number of pharmacist and clinical pharmacist to population

increase in Hail region.

b. Explain the relevance of the program to the mission and goals of the institution.

The introduction of the Pharm. D program is consistent with the mission and vision of Hail University to move

the college of pharmacy towards national and international recognition through accreditation from national

and international agencies. Moreover, the Pharm. D degree will serve the society need for such professionals, as

the current situation is partially attained through scholarships to study abroad. Graduates will be prepared to be

of high professional caliber nationally and matching an international qualification of similar qualification.


2. Relationship (if any) to other programs offered by the institution/college/department.

a. Does this program offer courses that students in other programs are required to take? Yes

No

If yes, what has been done to make sure those courses meet the needs of students

in the other programs?

b. Does the program require students to take courses taught by other departments? Yes

No

If yes, what has been done to make sure those courses in other departments meet

the needs of students in this program?

1- Feedback of the courses through student meetings

2- Students evaluation of these courses

3- Regular and continuous meetings with academic staff in charge.

4- Key performance indicators reports relative to courses in each semester

5- Improvement plan in each course report

6- Initial meetings with coordinators of the courses taught by other colleges.

7- Introducing our ILOs for all the courses taught by other colleges.

8- Submission of course files at the end of each course.

3. Do students who are likely to be enrolled in the program have any special needs or characteristics? (eg . Part

time evening students, physical and academic disabilities, limited IT or language skills).

Yes No

4. What modifications or services are you providing for special needs applicants?

1- Workshops for improving language skills.

2- Workshops for improving time management.


C. Mission, Goals and Objectives 1. Program Mission Statement (insert).

College of Pharmacy at the University of Hail is committed to prepare and qualify Doctor of Pharmacy able to

compete locally through; a distinguished academic program; encouraging working and learning environment;

optimized investment of different resources; active community partnership; promoting and developing an

applicable research in the field of pharmacy in order to reach and achieve quality as well as academic

accreditation requirements

2. List Program Goals (eg. long term, broad based initiatives for the program, if any)

1. Provide patient-centered care in cooperation with patients, prescribers, and other members of health care

team based upon evidence-based data , approved therapeutic principles and, taking into account relevant legal,

ethical, social cultural, economic, and professional issues.

2. Improve the process of pharmacy practice and research by development, integration and application of

knowledge from literature, foundational and advanced sciences.

3. Promote health improvement, wellness, and disease prevention in co-operation with patients, communities, at-

risk population, and other members of an inter-professional team of health care providers.

4. Demonstrate professional behavior, by Exhibit behaviors and values that are consistent with the trust given to

the profession and by applying Professionalism in interactions with patients ,other healthcare providers and

with society.

5. Participate effectively in the field of pharmaceutical manufacture, drug design, synthesis, analysis and

marketing as a major role of a pharmacist.

6. Manage and Use the Resources of the Health-Care System, by : Optimize safety and efficacy of medication

use systems, proper utilization of Human ,Financial , Technological and Physical resources , emerging

technologies, and evolving biomedical, pharmaceutical, social or behavioral or administrative, and clinical

sciences that may impact therapeutic outcomes. 3. List major objectives of the program within to help achieve the mission. For each measurable objective

describe the measurable performance indicators to be followed and list the major strategies taken to achieve the

objectives.

Measurable Objectives Measurable Performance Indicators Major Strategies

1. Prepare and qualify Doctors

of Pharmacy who can

efficiently work within

integrated health team.

1. Students pass and succeed at an

acceptable grade (no less than

60%) through their study.

2. Student evaluation through

satisfactorily passing hospital

rotations.

3. Surveying of stakeholders (not

less than 60%)

4. Evaluation of external auditors

based on evaluation reports with

satisfaction goal of not less than

60%.

1. Providing high standard

teaching by skilled faculty

members.

2. Providing modern facilities

such as: Simulation labs.

3. Industrial field experience.

4. Hospital rotations.


2. Provide stimulating and

supportive environment for

learning, education, and

scientific research.

1. Compare the productivity of the

college to that of others with

similar settings by scientific

publication.

2. Student evaluation.

3. Academic staff surveys.

4. External evaluation.

Review and assess current

capabilities in regular basis

to ensure that they are at a

good standard.

3. Optimal investment of

available human, physical,

and technical resources.

1. Periodical assessment of

individual output through

questionnaires.

2. Surveying academic staff.

3. Recommendation from internal

audit committee based on monthly

evaluation.

Providing college with highly

qualified academic staff for

teaching and scientific

research.

D. Program Structure and Organization 1. Program Description: List the core and elective program courses offered each semester from Prep Year to

graduation using the below Curriculum Study Plan Table (A separate table is required for each branch IF a given

branch offers a different study plan).

A program or department manual should be available for students or other stakeholders and a copy of the information

relating to this program should be attached to the program specification. This information should include required and

elective courses, credit hour requirements and department/college and institution requirements, and details of courses

to be taken in each year or semester.

In order to be awarded the Pharm. D. Degree, the graduate students must complete 206 credit hours by the end of

the program including 32 credit hours preparatory year for health colleges. The program duration is 6 academic

years divided into12 levels as 2 semesters per year in addition to 12 credit hours summer training of Introductory

Pharmacy Practice Experience (IPPE) after level 6 and level 8 as well as 6 credit hours summer clinical rotations

after level 10. The students study biomedical, pharmaceutical, clinical and social/behavioral/administrative sciences

at UOH main campus for male and Aja campus for female till 5th year except summer trainings. By the end of the

5th year internship is started in which the study will be regarding 10 Advanced Pharmacy Practices Experience

(APPE), distributed into 6-mandatory clinical rotations and 4 elective rotations in the various disciplines of medical

and pharmaceutical areas, under monitoring and guidance of licensed practitioners and a joint supervision (co-

supervision) of the college and specialized medical teams of educational hospital. The program is designed as the

following:


Curriculum Study Plan Table

*Prerequisite – list course code numbers that are required prior to taking this course.

Level

Course

Code

Course Title

Required

or Elective

* Pre-

Requisite

Courses

Credit

Hours

University,

College or

Department

Prep

Year

PENG

001 Prep English 1

Required - 3 Preparatory

year college

PENG

002 Prep English 2


year college

PBIO

121 Preparatory Biology


year college

PCOS

001 Prep Computer Skills


year college

PCSK

001 Communication Skills


year college

PHYS

121 Medical Physics


year college

PENG

003 Prep English 3


year college

PENG

008 Prep English 4


year college

PCHM

121 Preparatory Chemistry


year college

PMDC

101 Medical Foundations


year college

PIAS

121 Arabic Language


year college

PISC

101 Intro. to Islamic Culture


year college

Level

1

ANAT

211

General Anatomy for

Pharmacy

Required PMDC 101

3 Pharmacology

PSOL

213 Physiology for Pharmacy-I

Required PMDC 101

2 Pharmacology

PHCA

211

Pharmaceutical Analytical

Chemistry-I

Required PCHM 121

3 Pharmaceutical

Chemistry

PHTC

211 Pharmaceutical Calculations

Required PCOS 001

2 Pharmaceutics

PHCO

212

Pharmaceutical Organic

Chemistry-I

Required PCHM 121

3 Pharmaceutical

Chemistry

IC 102 Islam and Community

Building

Required - 2

Level

2

PBCH

222 Biochemistry for Pharmacy-I

Required PCHM 121

2 Pharmacology

PSOL

223 Physiology for Pharmacy-II

Required PSOL 213

2 Pharmacology

PHCO

222

Pharmaceutical Organic

Chemistry-II

Required PHCO 212

2 Pharmaceutical

Chemistry

PHCM

223 Medicinal Chemistry-I

Required PHCO 212

2 Pharmaceutical

Chemistry

PHTG

222 Pharmaceutics-I

Required PHTC 211

3 Pharmaceutics


CLNP

221

Introduction to Pharmacy

Profession

Required - 2 Clinical

Pharmacy

IAS

122 Arabic Language

Required - 2

Level

3

PBCH

312 Biochemistry for Pharmacy-II

Required PBCH 222

3 Pharmacology

PCOL

314 Pharmacology-I

Required ANAT 211,

PSOL 223

3 Pharmacology

PHTG

312 Pharmaceutics-II

Required PHTG 222

3 Pharmaceutics

PHCM

313 Medicinal Chemistry-II

Required PHCM 223

2 Pharmaceutical

Chemistry

PHTM

314 Clinical Microbiology-I

Required - 3 Pharmaceutics

IC 103 Islamic Economic System Required - 2

Level

4

PCOL

324 Pharmacology-II

Required PCOL 314 3

Pharmacology

CLNP

321 Pharmacy Professional Ethics

Required CLNP 221 2

Clinical

Pharmacy

PHTI

323 Industrial Pharmacy

Required PHTG 312 3

Pharmaceutics

PHTM

324 Clinical Microbiology-II

Required PHTM 314 3

Pharmaceutics

CLNT

323

Introduction to

Pathophysiology

Required PCOL 314,

PSOL 223 2

Clinical

Pharmacy

PHCH

324

Evidence-Based Herbal

Medicine

Required - 3

Pharmaceutical

Chemistry

IAS

212 Professional Ethics

Required - 2

Summer

Training PHTR

320

Introductory Pharmacy

Practice experience

Required PCOL 324

& CLNT

323

6

Clinical

Pharmacy

Level

5

PCOL

414 Pharmacology-III

Required PCOL 324 3

Pharmacology

PHTM

414 General Immunology

Required PHTM 324 2

Pharmaceutics

PHTT

415

Bio pharmaceutics and

Pharmacokinetics

Required - 2

Pharmaceutics

PHCM

413 Medicinal Chemistry-III

Required PHCM 313 2

Pharmaceutical

Chemistry

CLNT

413

Pathophysiology and

Therapeutics-I

Required CLNT 323 3

Clinical

Pharmacy

CLNP

411 Pharmacy Care & OTC Drugs

Required CLNP 321 2

Clinical

Pharmacy

CLNE

414

Pharmacy Information

Systems

Required CLNP 221 2

Clinical

Pharmacy

PHCH

414 Complimentary Medicine

Required PHCH 314 2

Pharmaceutical

Chemistry

Level

6

PCOL

424 Pharmacology-IV

Required PCOL 414 2

Pharmacology

PHTG

422

Sterile & Parental

Preparations

Required PHTM 414

& PHTG 2

Pharmaceutics


312

CLNA

425 Clinical Immunology

Required PHTM 414 3

Clinical

Pharmacy

PHTT

425 Pharmaceutical Biotechnology

Required - 2

Pharmaceutics

PHCA

421

Pharmaceutical Analytical

Chemistry-II

Required PHCA 211 3

Pharmaceutical

Chemistry

CLNP

421

Pharmacy Law & Regulatory

Affairs

Required - 1

Clinical

Pharmacy

CLNT

423

Pathophysiology and

Therapeutics-II

Required CLNT 413 3

Clinical

Pharmacy

Summer

Training PHTR

420

Introductory Pharmacy

Practice experience

Required PCOL 424

& CLNT

423

6

Clinical

Pharmacy

Level

7

PTOX

515 Toxicology and Drug Abuse

Required PCOL 424 2

Pharmacology

PHTG

512

Pharmaceutical Quality

Assurance & Control

Required PHTG 422 2

Pharmaceutics

PCOL

514 Pharmacogenomics

Required CLNA 425 2

Pharmacology

CLNT

513

Pathophysiology and

Therapeutics-III

Required CLNT 423 3

Clinical

Pharmacy

CLNA

515 Applied Pharmacokinetics

Required PCOL 414

& PHTT

415

2

Clinical

Pharmacy

CLNI

512

Research Methodology &

Scientific Writing

Required - 2

Clinical

Pharmacy

CLNS

516 Biostatistics

Required - 1

Clinical

Pharmacy

ELCT-

01 Elective -I

Required - 3

Level

8

CLNA

525 Pharmaco-informatics

Required - 2

Clinical

Pharmacy

CLNP

521 Community Pharmacy

Required CLNP 421

& CLNP

414

2

Clinical

Pharmacy

CLNI

522 Drug and Poison Information

Required PTOX 515 2

Clinical

Pharmacy

CLNT

523

Pathophysiology and

Therapeutics-IV

Required CLNT 513 3

Clinical

Pharmacy

CLNE

524

Pharmacy Management and

Marketing

Required CLNE 414 2

Clinical

Pharmacy

CLNS

526 Project and Seminar

Required CLNS 516

& CLNI

512

3

Clinical

Pharmacy

ELCT -

01

CLNE

514 Pharmacoeconomics Elective PHTC 211 3

Clinical

Pharmacy

PHTT

515 Cosmetics Elective PHTG 312 3 Pharmaceutics

CLNE

514 Hospital Systems Elective CLNE 414 3

Clinical

Pharmacy

ELCT -

02

PTOX

525 Forensic Toxicology Elective

PTOX 515

& PHCA 3 Pharmacology


421

PHTR

526 Radio-Pharmacy & -Therapy Elective

PHTG 312

&

PHTT 425 3 Pharmaceutics

CLNE

524

Pharmacoepidemiology

Elective CLNS 516 3

Clinical

Pharmacy

Summer

Training

CLNR

- Rotation 1 Required

Completion

of all

Didactic

Courses

+

PHTR 320

&

PHTR 420

3 Clinical

Pharmacy

CLNR

- Rotation 2 Required 3

Clinical

Pharmacy

Level 9

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

Level 10

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

CLNR


Clinical

Pharmacy

Rotations

(1-10)

CLNR

640 Drug Information Elective 3

Clinical

Pharmacy

CLNR

643 Critical Care Elective 3

Clinical

Pharmacy

CLNR

644 Internal Medicine I Elective 3

Clinical

Pharmacy

CLNR

645 Internal Medicine II Elective 3

Clinical

Pharmacy

CLNR

646 Ambulatory Care Elective 3

Clinical

Pharmacy

CLNR

647 Internal Medicine III Elective 3

Clinical

Pharmacy

CLNR

648 Nutritional Support Elective 3

Clinical

Pharmacy

CLNR

649 Infectious disease Elective 3

Clinical

Pharmacy

CLNR

650 Pain Management Elective 3

Clinical

Pharmacy

CLNR

651 Organ Transplant Elective 3

Clinical

Pharmacy

CLNR

652 Nephrology Elective 3

Clinical

Pharmacy

CLNR

653 Neonatal Intensive Care Elective 3

Clinical

Pharmacy

CLNR

654 Pediatric Medicine Elective 3

Clinical

Pharmacy


CLNR

655 Hematology/Nephrology Elective 3

Clinical

Pharmacy

CLNR

656 Psychiatry Elective 3

Clinical

Pharmacy

CLNR

657

Hospital Pharmacy

Administration Elective 3

Clinical

Pharmacy

CLNR

658

Toxicology (Clinical

Rotation) Elective 3

Clinical

Pharmacy

CLNR

659 Geriatrics Elective 3

Clinical

Pharmacy


2. Required Field Experience Component (if any) (e.g. internship, cooperative program, work experience)

Summary of practical, clinical or internship component required in the program. Note: see Field Experience

Specification

a. Brief description of field experience activity

A- Professional outcomes abilities:

I. Patient Care:

1. Establish professional relationships with patients, caregivers, prescribers, and other members of the inter-

professional health care team.

2. Formulate implement, evaluate, and revise patient care plans.

3. Communicate and collaborate with patients, caregivers, health care providers and others to improve patient

care.

4. Retrieve, analyze, and interpret the scientific, professional, and lay literature to support patient care.

5. Prepare and distribute medical products prescribed as part of the patient’s care plan.

6. Act in accordance with legal, ethical, social, economic, and professional guidelines.

II. System Management:

1. Participate in the management and use of health care resources within health care systems.

2. Manage pharmacy operations and personnel.

3. Optimize physical and technological resources.

4. Manage medical product distribution, control and use systems.

5. Apply principles of outcome research and continuous quality improvement methods to the evaluation of

pharmacy and health care services.

6. Act in accordance with legal, ethical, social, economic, risk management, and professional guidelines.

III. Public health:

1. Promote the availability of effective health quality and disease prevention services.

2. Communicate and collaborate with patients, caregivers, other health care providers, communities,

organizations, and policymakers to identify and address public health problems.

3. Implement and evaluate public health services and policy decisions in accordance with legal, ethical,

social, economic, and professional guidelines.

B. General Abilities

1. Critical thinking,

2. Communication skills

3. Ethics

4. Social and contextual awareness

5. Social responsibility and social interaction

6. Professionalism

7. Life-long learning


b. At what stage or stages in the program does the field experience occur? (e.g. year, semester)

The program is 6 years (at 12 levels). The experiential practice experience is stated at two levels:

Introductory pharmacy IPPE practice experience: this experience is consisted of 2 summer sessions each is of 160

actual training hours equivalent totally to (12 credit hours).

First session during the summer of the 3rd year during which students are exposed to hospital pharmacy experience

&

Second session is in the summer of the 4th year and it requires the students to further hospital (and/or community

pharmacy experience/ Pharmaceutical industry)

Advanced pharmacy APPE practice experience:50 weeks and 5 days/week full time

c. Time allocation and scheduling arrangement. (e.g. 3 days per week for 4 weeks, full time for one semester)

The introductory pharmacy IPPE practice experience: 4 weeks / summer training, 5days / week and 8 hours / day.

Advanced pharmacy APPE practice experience: 40 weeks and 5 days/week full time.

d. Number of credit hours (if any)

The introductory pharmacy practice experience IPPE = 12 credit hours

Advanced pharmacy practice experience APPE = 30 credit hours


3. Project or Research Requirements (if any)

Summary of any project or thesis requirement in the program. (Other than projects or assignments within individual

courses) (A copy of the requirements for the project should be attached.)

a. Brief description

A project course is offered as part of the graduation requirements. The course provides the students with skills

required to plan, conduct, analyse and present the findings of pharmacy practice research.

b. List the major intended learning outcomes of the project or research task.

1.14 Memorize research principles and concepts of marketing and management in their profession.

2.9 Analyze literature, research skills, scientific thinking and statistics to enhance practice-related activities

c. At what stage or stages in the program is the project or research undertaken? (eg. level)

Year 5 - semester 2 (10th level)

d. Number of credit hours (if any)

3 credit hours

e. Description of academic advising and support mechanisms provided for students to complete the project.

At the beginning of the course, students are given the chance to form groups and propose a subject for their project.

Proposals are evaluated and discussed by the course coordinators, and supervisors are selected and assigned in

relation to the proposed topics. Students are informed with their supervisors and are asked for a meeting with

him/her. Meetings are held weekly with students to start the plan of project, field visits requested and later, the

handling of obtained data.

The supervisor is requested to present periodic reports for each student individually to assess the work done. At the

end of the semester, each group is asked to give an oral and poster presentation of their project and deliver the

results in the form of mini-thesis.

,Mini-thesis, Oral and poster presentations are evaluated by a committee composed of course coordinators and

supervisors for a final assessment results.

f. Description of assessment procedures (including mechanism for verification of standards)

- A poster presentation is required as evidence of completion of the course.

- A final mini-thesis hard copy is delivered at the end of project.

- Periodic reports are included to measure student progress in the project.

4. Learning Outcomes in Domains of Learning, Assessment Methods and Teaching Strategy

Program Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are

joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning and

teaching.

The National Qualification Framework (NQF) provides five learning domains. Learning outcomes are required in the

first four domains and some programs may also require the Psychomotor Domain.

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable learning outcomes required in each of the learning domains. Second, insert

supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third,

insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each program


learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated

learning and teaching process.

NQF Learning Domains

and Learning Outcomes

Teaching

Strategies

Assessment

Methods

1.0 Knowledge

1.1 Recall the influence of Islamic economy and

culture, professional ethics, pharmacy law and

regulatory bodies in professional practice.

Lectures, memorization,

individual presentation,

small group discussion

Group reports, Written

Exam

1.2 Recall the importance of Arabic and English

languages in professional practice.

Lectures, problem based

learning, individual

presentation, small group

discussion.

Group reports, Written

Exam

1.3 Describe human body structure and functions in

health and disease states.

Lectures, videos,

memorization, individual

presentation.

Group reports, Written and

practical Exam

1.4 Define drug chemical structure, stereo chemical

aspects, physicochemical properties and

principles of chemical reactions.


group discussion,

individual presentation.

Written Exams, Group

reports, presentations.

1.5 Outline the principles of drug isolation,

purification, as well as qualitative and

quantitative analysis.


group discussion,

Written and oral Exams,

Group reports,

presentations.

1.6 Describe the relationship of chemical and

molecular structure of drugs with mechanisms of

actions, biological activities, concepts of

informatics and drug designing and targeting.


learning, tutorials, group

discussions.

Written Exams, Group

reports, presentations.

1.7 Recognize the relevance of biochemistry,

molecular biology, immunology,

pharmacogenomics and pharmacoeconomics to

disease states, diagnosis and therapeutics.

Lectures, clinical

rotations, group

presentations, case

studies, guest speaker

Written and oral exam, case

evaluation.

1.8 Outline routes of administration, dosage forms,

biopharmaceuticals and the basis of

pharmaceutical calculations.

Lectures, videos,

pharmaceutical companies

visits, group reports

Written and practical

exams.

1.9 Outline drug pharmacokinetics and

pharmacodynamics and their impact in clinical

settings.

Lectures, clinical

rotations, presentations,

group reports.

Exam, clinical problems,

case evaluation.

1.10 Name the principles of public health issues such

as disease aetiology, epidemiology, pathogens,

laboratory diagnosis, clinical features, treatment

and prevention of infectious diseases.

Lectures, videos,

presentations, guest

speaker, Group

discussion.

Oral and written

exams, group reports

1.11 Recall the principles and techniques of

compounding, manufacturing, biotechnology, and

packaging of pharmaceutical products.

Lectures, laboratory

sessions, videos,

memorization, case

studies

Exam, laboratory reports,

case evaluation

1.12 Memorize sterilization processes as well as

quality control and assurance terms and

procedures in the pharmaceutical industry.

Laboratory session,

lectures, field visits.

Written and oral Exam,

laboratory reports,

1.13 List the basis of drug addiction and abuse, drug

interactions, toxicity profiles of drugs/xenobiotics

Lectures, laboratory

sessions, reports, group

Written and oral Exam,

laboratory reports, group


including source identification, symptoms, first

aid measures and management.

discussion. report.

1.14 Memorize research principles and concepts of

marketing and management in their profession.

Lectures, memorization Written Exams, case

evaluation, individual

reports.

1.15 List the fundamentals of evidence based herbal

medicine, therapeutics and complementary

therapies.

Lectures, rotations, guest

speaker, group

discussions,

Debates.

Oral and written exams,

Presentations and individual

reports.

1.16 State guidelines and evidence-based practices and

how foundational and pharmaceutical sciences

are used integrally in clinical reasoning and

practice.

Lectures, rotations, group

discussions

Oral and written exams ,


reports.

2.0 Cognitive Skills

2.1 Summarize methods of formulation,

manufacturing, quality control and quality

assurance of pharmaceuticals.


videos, group discussion,

Lab demonstration



reports.

2.2 Explain techniques of drug isolation, synthesis

and purification.

Lectures, presentations,

guest speaker



reports.

2.3 Explain techniques of quantitative and qualitative

analysis.

Lectures, discussions,

group presentations, guest

speakers

Exam, reports, individual

presentations

2.4 Summarize the importance of bio-pharmaceutics,

pharmacokinetics, pharmacological and

toxicological sciences in managing drug activity,

cases of poisoning, drug toxicity and side effects.

Lectures, workshops,

group discussions.

Written and oral exams,

clinical stations

2.5 Measure the available assets including human,

physical, medical, informational, and

technological resources to maintain and optimize

practice.

lectures, data

interpretation exercise,

problem based learning

Written exams and essays

2.6 Recognize signs, symptoms and risk factors that

relate to medical or health problems that fall into

the scope of practice of other healthcare

professionals.

Lectures, prescription

interpretation exercise

Clinical rotations,


clinical stations

2.7 Develop patient centred care plan as well as

population-specific disease management and

prevention programs based upon analysis of

epidemiologic, pharmaco-economic data,

therapies, literature reviews and risk reduction

strategies.


learning, group

discussions, clinical

rotations

Clinical rotations, case

evaluation, clinical stations.

2.8 Apply risk reduction guidelines to ensure patient

safety and prevent medication errors, harmful

drug interaction, and reduce adverse drug effects.

Lectures, practice

exercise, clinical rotations


clinical stations

2.9 Analyse literature, research skills, scientific

thinking and statistics to enhance practice-related

activities.

Lectures, practice

exercise, discussions, and

reports

Exams, case evaluation,

individual report and

presentations

2.10 Evaluate patients’ information from charts, Lectures, problem based Exams, case evaluation,


medical history, physical assessments, diagnostic

tests, caregivers and other health care

professionals to determine appropriate medication

therapy.

learning, clinical rotation, individual report and

presentations

2.11 Interpret scientific literature and complex

medication information to provide updated drug

information to patients, their families, and other

health care providers.

Lectures, practice

exercise, discussions,

reports

Research project poster and

presentations, case

evaluation

2.12 Judge patients ability to follow recommendations/

life style modifications and to take/use/administer

medications, and medical equipment to improve

adherence and compliance.

Lectures, practice

exercise, discussions,

Exams, case evaluation,

individual report and

presentations

3.0 Interpersonal Skills & Responsibility

3.1 Show an active role in professional and

community organizations with promoting

advocacy for key healthcare and professional

initiatives.

Lectures, workshops and

laboratory classes.

Simulation and role

playing

Assessing all interpersonal

skills through a combination

of essays, abstracts,

laboratory reports, PBL

group reports, Project report

and written examinations

3.2 Use inter-professional collaboration in multiple

healthcare environments with the ability to adapt

to changes.

Project reports, Project-

Based Learning, group

project presentations

Performance in these skills

is monitored by personal

tutors.

3.3 Demonstrate competence to practice pharmacy

through lifelong learning, continuing education

and participation in quality assurance and

improvement programs.

Lectures, simulation and

role playing.

Performance in these skills

is monitored by personal

tutors. oral exams, clinical

stations

3.4 Demonstrate self-reflection, self-awareness,

openness and sensitivity to diversity in terms of

people, cultures and religion.

Clinical rotations, group

discussions, guest

speakers, clinical cases


group reports, clinical

stations

3.5 Appraise effective self-management in terms of

time, planning, motivation, and personal initiative

to enhance professional growth.

Clinical rotations, group

discussions, guest

speakers, clinical cases

Development of self-

management skills is

facilitated and monitored by

personal tutors

3.6 Show professionalism and accountability through

sound judgment, ethical behavior, adherence to

values, regulations, practice guidelines, code of

ethics and socioeconomic principles.

Lectures, group

discussions, Clinical

rotations



stations, case evaluation

3.7 Evaluate patient health literacy to tailor an

effective counseling strategy in order to meet the

patient needs and achieve therapeutic goals.

Lectures, group

discussions, Clinical

rotations



stations, case evaluation

4.0 Communication, Information Technology, Numerical

4.1 Interpret laboratory results and relevant physical

assessments that are required to determine

appropriate medication therapy.

Tutorials, simulation and

role play

Written and oral exam, oral

presentations.

4.2 Assess patients through an interview to obtain Tutorials, simulation and Oral and written exams,


medical history and identify drug-related

problems.

role play group reports, clinical

stations,

4.3 Demonstrate effective collaboration with

prescribers, patients, care givers, and other

healthcare providers to improve health outcomes

for patients.

Tutorials, simulation and

role play

Case and performance

during rotation evaluation

4.4 Choose the effective technology in order to

enhance the delivery of pharmaceutical care by

communicating information to colleagues, other

healthcare practitioners, and the general public.

Lectures, role playing,

discussions, debates,

videos

Oral exams, case evaluation

and simulation.

4.5 Calculate drug doses based on clinical

pharmacokinetics to ensure patient safety.

Clinical rotations, role-

playing, group

presentations, tutorials

Case and performance

during rotation evaluation

5.0 Psychomotor

5.1 Employ techniques used in analytical biochemical

and microbiological tests.

Laboratory classes and

tutorials.

Labassignments and

exercises

5.2 Manipulate animals effectively, safely, and

ethically.

Lecture, lab

demonstrations, videos

Lab assignments and

exercises

5.3 Prepare different chemicals and pharmaceuticals

safely while ensuring proper handling and

disposal.

Lectures, videos, lab

demonstrations

Written exams, lab

assessments

5.4 Use techniques involved in operating

pharmaceutical equipment’s and instrumentation

effectively.

Lectures, videos, field

visits, lab demonstrations

Written exams, lab reports,

group presentations

5.5 Establish public awareness on rational use of

drugs and social health hazards of drug abuse and

misuse.

Lectures, lab

demonstrations

Written exams, lab reports

5.6 Illustrate principles of safe and proper use of

medications to patients and other health care

professionals.

Lectures, lab

demonstrations, group

reports

Written exams, lab

assignments and exercises

5.7 Dispense medicines effectively and safely. Case studies, rotations,

videos, practical training

Role playing, case

assessments, oral exams.

5.8 Perform patient physical assessment. Case studies, rotations,

practical training

Role playing, case

assessments, oral exams.

5.9 Employ proper documentation and drug filing

systems.

Lectures, log books,

electronic and written

patient charts.

Role playing, case

assessments, written and

oral exams.

Program Learning Outcomes Mapping Matrix

Identify on the table below the courses that are required to achieve the program learning outcomes. Insert the program

learning outcomes, according to the level of instruction, from the above table below and indicate the courses and levels

that are required to teach each one; use your program’s course numbers across the top and the following level scale.

Levels: I = Introduction P = Proficient A = Advanced (see help icon)

Learning

Outcomes Courses (Course Code and Number)

Course Code

AN

AT

21

1

PS

OL

21

3

PH

CA

21

1

PH

TC

21

1

PH

CO

21

2

IC 1

02

PB

CH

222

PS

OL

22

3

PH

CO

22

2

PH

CM

223

PH

TG

22

2

CL

NP

221

IAS

122

PB

CH

31

2

PC

OL

31

4

PH

TG

31

2

PH

CM

313

PH

TM

314

IC 1

03

PC

OL

32

4

CL

NP

321

PH

TI 3

23

PH

TM

324

CL

NT

32

3

PH

CH

32

4

IAS

212

PC

OL

41

4

PH

TM

414

PH

TT

415

PH

CM

413

CL

NT

41

3

CL

NP

411

CL

NE

41

4

PH

CH

41

4

PC

OL

42

4

PH

TG

42

2

CL

NA

42

5

PH

TT

425

PH

CA

42

1

CL

NP

421

CL

NT

42

3

PT

OX

51

5

PH

TG

51

2

CL

NI 5

12

CL

NT

51

3

CL

NA

51

5

PC

OL

51

4

CL

NS

516

CL

NA

52

5

CL

NP

521

CL

NI 5

22

CL

NT

52

3

CL

NE

52

4

CL

NS

526

CL

NE

51

4

PH

TT

515

CL

NE

51

4

PT

OX

52

5

PH

TR

52

6

CL

NE

52

4

1) Knowledge I I P I P I I A P

P

1.1.

1.2. I I I p A

1.3. I A A A

1.4. I I A P P I A P P A A

1.5. I A P A P P A A I

1.6. A A A A

1.7. I P P A P P P

1.8. A A A A P P

1.9. I P A P P A P P P

1.10. I A P I A A I A A P A A

1.11. A A P A

1.12. I P A P P A

1.13. I P A

1.14. I A A P

1.15. I P P P

1.16 I P P P P

1.17 I I A P A

2) Cognitive

Skills

P

P

P

P

P

P

A

P

P

2.1.

2.2. I P P I A

2.3. P P A A P A A P A P P

2.4. P P P A P A A

2.5. P P A P A A P P P I A A

2.6. I I A A A A P P

2.7. P A A P A P I

2.8. I A A P P P

2.9. I I P I P P P A A

2.10. I I I I I I I I I P P A A

2.11. I I P I P P I P I P A P P P P A A


3) Interpersonal

Skills &

Responsibility

3.1. P P P P

3.2. I A I P I I A P A I A A A I A A I I A A I I P P

3.3. A P A P P P P A P

3.4. P P P P P A

3.5. p P P P

3.6. I A

3.7. I I I I I I I I I I I I

3.8. A A

3.9. I I I I I I P I P I I I P I I I I I P P P P A P

3.10. I A

4)

Communication

, IT &

Numerical

Skills

4.1 P P P P A P A A P P A P A A P P P P P A

4.2. P I A

4.3. P A I P

4.4. A P I I A

4.5. I P P

4.6. P P A I P I P A

4.7. P P P A A A P P A A A P

4.8. A A A A A A P

5) Psychomotor

skills

5.1 A P I P A P

5.2. A A A A A A P

5.3. I I I I I I P P A

5.4. P A A A

5.5. A A A

5.6. A A A A A

5.7. A A A


Learning Outcomes Courses (Course Code and Number)

Course Code

PH

TR

320

PH

TR

420

CL

NR

640

CL

NR

644

CL

NR

645

CL

NR

646

CL

NR

647

CL

NR

648

CL

NR

649

CL

NR

650

CL

NR

651

CL

NR

652

CL

NR

653

CL

NR

654

CL

NR

655

CL

NR

656

CL

NR

657

CL

NR

658

CL

NR

659

PE

NG

001

PE

NG

002

PB

IO 1

21

PC

OS

001

PC

SK

001

PH

YS

121

PE

NG

003

PE

NG

008

PC

HM

121

PM

DC

101

PIA

S 1

21

PIS

C 1

01

1) Knowledge I I

I

I

I

1.1.

1.2. I I I

1.3.

1.4

1.5. I I I

1.6.

1.7. P P P P P P P P

1.8.

1.9. A A A A A A A A A A A A A

1.10. I

1.11. I I

1.12. A I

1.13. I I P I

1.14. I I

1.15. A A A A A A A A A A

1.16 A A A A A A A A A

1.17 I

2) Cognitive Skills

I

I P P P P P P P

2.1.

2.2. P P P P P P P P I

2.3. I I I

2.4. I

2.5. P P P P P P P P I I

2.6.

A A A A A P

2.7. P P A A A A A I

2.8. I I


2.9.

2.10. A A A A A A A A A A

2.11. I I

3) Interpersonal Skills

& Responsibility

I

3.1.

3.2.

3.3.

3.4. A A A A I I

3.5. I I A A A A A A A A A

3.6. P P A P P P P P P

3.7.

3.8.

3.9. A

3.10. I I

4) Communication, IT

& Numerical Skills

4.1.

4.2. I

4.3. A A A A A A A A

4.4. P I I I I I

4.5. I I A P A A A A A A I I I I

4.6. A A A A A A A A I I I I I

4.7. A I

4.8.

5) Psychomotor skills

5.1. I I

5.2. I I

5.3.

5.4. I

5.5.

5.6.

5. Admission Requirements for the program

Attach handbook or bulletin description of admission requirements including any course or experience prerequisites.

Refer to Appendix 2

6. Attendance and Completion Requirements

Attach handbook or bulletin description of requirements for:

a. Attendance.

1st & 2

nd Warnings are delivered to students who exceed 10% and 15% absences, respectively, via their academic

advisors. Absence exceeding 25% of course classes is grounds for granting a grade of “Denied” (DN), and being

denied admission to the final exam of the course. Students with absence of 25%-50% may submit an excuse request to

the Faculty Council supported by proper documentation. Refer to Appendix 2 rule number 9

b. Progression from year to year.

Students’ progress in the program based on their accumulative GPA and intended course study prerequisite

completion. . Refer to Appendix 2 rule number 5

c. Program completion or graduation requirements.

Six years (206 Credit Hours) including 32 hours for preparatory year. . Refer to Appendix 2 rule number 19.

E. Regulations for Student Assessment and Verification of Standards

What processes will be used for verifying standards of achievement (eg., verify grading samples of tests or assignments?

Independent assessment by faculty from another institution) (Processes may vary for different courses or domains of

learning.)

- Theoretical exam papers auditing is carried out by HOD's to ensure the exam fulfills the quality requirements

for measuring PLO's and the proposed assessment methods.

- Mark distribution template is filled for every course and approved by HOD.

- Post rubrics templates are applied for courses regularly and significance is discussed in department councils.

- The college arranges an internal exit exam for students about to graduate to measure the achievement of

program objectives.

F Student Administration and Support

1. Student Academic Counseling

Describe arrangements for academic counseling and advising for students, including both scheduling of faculty office

hours and advising on program planning, subject selection and career planning (which might be available at college level).

Faculty is required to post their office hours on office bulletin board and provide means of alternative communication

if otherwise not available.

Students (3-5) are assigned to one academic advisor

Students with poor performance (GPA <2 out of 4) are closely monitored and provided appropriate counselling.

2. Student Appeals

Attach regulations for student appeals on academic matters, including processes for consideration of those appeals.

Policies and regulations of student appeal on academic matters including: final grade appeal, academic probation and

transfer are outlined in the student handbook “Study and exams operational rules” also can be accessed through the

Deanship of Admissions and Registration Affairs homepage and handbook.

The policy describes criteria for appeal, timeline and personnel involved. (Refer to Appendix 2, rule number 39)

G. Learning Resources, Facilities and Equipment

1a. What processes are followed by faculty and teaching staff for planning and acquisition of textbooks, reference and

other resource material including electronic and web based resources?

Departmental strategic planning provides a list of required text books and materials to be purchased for the next year.

The approved list will then be submitted to the Vice Dean of Academic Affairs. The request should be submitted to the

Deanship of student affairs by the college dean. Curriculum development and assessment committee advice and

monitor acquisition of textbooks.

1b. What processes are followed by faculty and teaching staff for planning and acquisition resources for library,

laboratories, and classrooms.

Staff members provide a yearly request to department head, who will then submit the requests to college purchasing

and inspection committee of required materials for all the needs for each department. These include chemicals for

laboratory teachings and reference materials for preparation of teaching resources. The committee will review the

appropriateness of the material by concerned faculty and approval in the college councils. This will then be submitted

to the University purchasing department.

2. What processes are followed by faculty and teaching staff for evaluating the adequacy of textbooks, reference and other

resource provisions?

A committee is formed to inspect and evaluate the current textbook and compare it to the most recent textbooks in the

field.

They will also assess the quantity of the required martials will be approved by departmental and college council and the

university council.

Periodic follow up for Quality and Development and Academic Affairs Vice Deanships

Internal audits inspection

Staff surveys


3. What processes are followed by students for evaluating the adequacy of textbooks, reference and other resource

provisions?

Group meetings with students

Student course evaluation surveys

4. What processes are followed for textbook acquisition and approval?

Suggestions of the textbooks required by the department. Once approved by department council will submit to vice

dean of academic affairs, who will approve and send it to purchasing and inspection committee then the College

Council for final approval and then the University purchasing department.


H. Faculty and other Teaching Staff

1. Appointments

Summarize the process of employment of new faculty and teaching staff to ensure that they are appropriately qualified

and experienced for their teaching responsibilities.

The recruitment process at the College of Pharmacy usually starts with announcement of the available positions

through the local newspapers, the University website, as well as, in international newspapers. The announcement

include job title and means to apply while the other details can be looked up in the regulations of the Ministry of

Higher Education or the regulations of the Ministry of Civil Service on the University website.

The College of Pharmacy emphasis to hire and attract the qualified teaching staff that are expert in specific areas and

of personal qualities consequently the applicant sits through interviews score. Committees at the department level have

to write their recommendations, which have to be approved by the Department Council, then by the College Council,

and then the final decision has to be made by the Committee of Teaching Assistants and Lecturers headed by the Vice

dean for Graduate Studies and Research. The same procedures are to be followed for the recruitment of assistant

professors and higher academic ranks, except that the final decision of employment is made at the Scientific Council.

As for non-Saudis, their recruitment is accomplished through announcement posted on the University website.

All documents are revised by the college council and should authentic by the Human Resources administration.

2. Participation in Program Planning, Monitoring and Review

a. Explain the process for consultation with and involvement of teaching staff in monitoring program quality, annual

review and planning for improvement.

The faculty annually evaluates progress on existing objectives and revises its objectives in support of its mission and

goals. The evaluation is derived from the following sources:

• Faculty and department annual reports.

• Data from the quality deanship surveys.

• Survey and targeted evaluation data, including survey of recent graduates and individual courses evaluations.

Additional information used to inform the annual planning process is derived from these sources:

• Recommendations and observations made at the annual faculty retreat.

• Recommendations from College Council and committees.

• Recommendations made by NCAAA-reviewers.

• Recommendations from the larger public health community.

In addition to the annual evaluation and planning process outlined above, the faculty engaged in a periodic, full-scale

strategic planning effort, that process included:

• A review of the mission, goals and objectives of the university and college.

• A review of the university and college values.

• An environmental scan focusing on the local, national and global context for higher education and public health.

Benchmarking with other peer institutions and to it on available academic standards.

An assessment of strengths, weaknesses, opportunities and threats.


b. Explain the process of the Advisory Committee (if applicable)

NA

3. Professional Development

What arrangements are made for professional development of faculty and teaching staff for:

a. Improvement of skills in teaching and student assessment?

-Faculty is encouraged to attend and participate, on regular basis, in the workshops conducted by the Deanship of

Quality and academic assurance.

-The university offers opportunities and financial support for all professional development and continuing education

programs.

b. Other professional development including knowledge of research?

Faculty is encouraged to attend and participate in professional workshops, local conferences and international

conference to advance the scope of their research interests.

4. Preparation of New Faculty and Teaching Staff

Describe the process used for orientation and induction of new, visiting or part time teaching staff to ensure full

understanding of the program and the role of the course(s) they teach as components within it.

New faculty (per University role) is encouraged to enroll in a one-day Program (8 hours) of Pharmacy Orientation

Seminar (conducted by COP-UOH and co-operation with the Deanship of Quality and development) at the beginning

of each academic year. In addition, each new faculty is provided by University roles and regulation for faculty. A plan

will be establish to arrange an Orientation Program for New Faculty on College level by the beginning of each

academic year


5. Part Time and Visiting Faculty and Teaching Staff

Provide a summary of Program/Department/ College/institution policy on appointment of part time and visiting teaching

staff. (i.e. Approvals required, selection process, proportion of total teaching staff etc.)

Towards the end of each academic year, departments are required to submit a request that outlines the part time and

visiting staff needs of the department. This request is discussed in College Council Meeting and then process the

request to University Vice Dean for Academic Affairs.

I. Program Evaluation and Improvement Processes

1. Effectiveness of Teaching

a. What QA procedures for developing and assessing learning outcomes?

- The College Council takes charge of annually monitoring the educational process and address concerns

with corresponding departments to improve or investigate certain issues.

- The College reviews the periodical student evaluations for concerning patterns through the Quality

Department and direct supervision from the Dean.

- Regular meetings between the Dean and the students are conducted.

- Meeting with training supervisors are also conducted on periodical basis.

- Suggestions for improvement are followed up and get implemented as possible

- Addition of improvement plan in each course report

b. What processes are used for evaluating the skills of faculty and teaching staff in using the planned strategies?

- Each faculty gets evaluated by his/her direct supervisor and Faculty performance report is submitted

annually.

- Students surveys A plan for peer reviewing process is a consideration for future implementation

2. Overall Program Evaluation

a. What strategies are used in the program for obtaining assessments of the overall quality of the program and

achievement of its intended learning outcomes:

(i) from current students and graduates of the program?

- Student Course evaluations completed for all courses each year.

- Program evaluation by college graduates.

(ii) from independent advisors and/or evaluator(s)?.

- Quality and development reviewers.

- External reviewers and consultants.

-

(iii) from employers and other stakeholders.

Feedback from employers, preceptors, etc. are sought regularly to improve the program.


Attachments:

1. Copies of regulations and other documents referred to in template preceded by a table of contents.

2. Course specifications for all program courses including field experience specification if applicable.

Authorized Signatures

Dean/Chair Name Title Signature Date

Program Dean

or Program

Chair

Main Campus

Program Chair

Branch 1

t4. program specifications - uoh.edu.sa€¦ · 1. periodical assessment of individual output...

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