Bachelor of Pharmacy

The primary aim of pharmacy education is to deliver life long learners who can provide a professional service to the community using their knowledge, skills, professional thinking, behaviour and attitudes in all avenues of pharmacy practice, as caring health care providers and managers of health care resources.

Overall competence

Pharmacy is a dynamic information-driven, patient-orientated profession whereby the pharmacist, through his competence and skills, is committed to fulfilling the health care needs of the people of South Africa by being the:

1. Custodian of medicines.
2. Formulator, manufacturer, distributor and controller of safe, effective and quality medicine.
3. Advisor on the safe, rational and appropriate use of medicine.
4. Provider of essential clinical services including screening and referral services.
5. Provider of health care education and information.
6. Provider of pharmaceutical care by taking responsibility for the outcome of therapy and being actively involved in the design, implementation and monitoring of pharmaceutical care plans.

Motivation for programme

Learners who have completed this programme have the education and training to enter the pharmacy profession as interns and gain the experience and confidence needed to render a professional service as pharmacists to the community.

Candidates shall not be admitted to the courses for the degree Bachelor of Pharmacy unless they have

1. An endorsed Senior Certificate issued by the South African Certification Council with full Matriculation Exemption, and
2. Normally obtained at least a D symbol in Mathematics on the Higher Grade at the Matriculation examination, or

2.1. A pass in Mathematics deemed to be the equivalent of the above, in another examination, and

2.2. A D-symbol in Physical Science or Biology on the Higher Grade in the Matriculation examination, or

2.3. A B-symbol in Physical Science or Biology on the Standard Grade, or

2.4. A pass in Physical Science or Biology deemed to be the equivalent of one of the above, in another examination

Candidates should be able to communicate in English.

Recognition for prior learning

Candidates are granted credit for equivalent prior learning and experience as determined by the University rules governing the recognition of prior learning and experience. Programmes credited by appropriate professional bodies will be recognised (e.g. First Aid, Family Planning).

The candidate will be able to

1. Participate in the manufacturing, compounding and packaging of pharmaceutical products
2. Participate in the procurement, storage and distribution of pharmaceutical materials and products
3. Dispense and ensure the optimal use of medicines prescribed to the patient
4. Provide pharmacist-initiated-care to the patient and ensure the optimal use of medicine
5. Provide education and information on health care and medicine
6. Promote community health and provide related information and advice
7. Participate in research to ensure the optimal use of medicine.

Specific outcomes

The primary aim of pharmacy education is to train life long learners who can provide a professional service to the community using their knowledge, skills, professional thinking, behaviour and attitudes in all avenues of pharmacy practice, as caring health care providers and managers of health care resources.

Knowledge outcomes

On completion of the undergraduate programme, the learner must demonstrate knowledge and an understanding of

1. The use of science and technology to formulate, manufacture, distribute and use drugs
2. The identification and management of diseases, their processes, and their environmental and social determinants
3. The principles of disease prevention and health promotion, with emphasis on primary health care as an integral part of the health care team
4. The principles of pharmcotherapy, the effect of drugs in the body, the appropriateness of different drug delivery systems and the ability to assess the effect of the drug in the body
5. Appropriate and cost-effective use of screening and monitoring procedures
6. How to solve problems that arise with the use of drugs and how to predict, identify, prevent and/or treat such problems
7. Human behaviour, relationships and communication, individually and in the context of the community
8. Ethical and legal issues relevant to the practice of pharmacy
9. Managerial aspects of the provision of health care at national, community and individual practice level
10. The promotion and delivery of cost effective health care
11. The principles and procedures governing research, with particular emphasis on evidence based medicine.

Skills

On completion of the undergraduate programme, the learners must be able to demonstrate proficiency in the skills required for pharmacy practice, including the following

1. Laboratory skills
2. Clinical skills and procedures, including patient history taking, assessing patient data, formulating a treatment plan and a follow-up plan
3. Practice management skills
4. Computer skills
5. Communication skills and language proficiency
6. The ability to work in a multi-disciplinary team.

Attitudinal and behavioural outcomes

On completion of the programme, learners should be able to demonstrate behaviour essential to the practice of pharmacy, with particular reference to:

1. Respect for patients and colleagues, without judgement or prejudice with regard to culture, gender etc.
2. Recognition of human and patients rights
3. A positive approach to self-directed life long learning
4. A positive approach towards primary health care
5. An awareness of moral and ethical responsibilities
6. A desire to ensure patient care of the highest possible quality
7. An awareness of personal limitations and a willingness to seek help when necessary
8. A positive attitude to wards change and functioning within the uncertainties of our time
9. A positive attitude to wards the advancement of medical knowledge.

Learners should provide evidence that they are able to carry out the following tasks at different levels throughout the four years of the programme.

After the first year

Demonstrate understanding of the basic principles, theories and classification systems used in chemistry, biology, mathematics, statistics, physics; use equipment in a science laboratory; use computers for word processing, data processing and information retrieval.

After the second year

Describe the structure and functions of body systems and their interrelationships, reactions in organic medicinal compounds; describe various analytical procedures and predict suitable techniques for different groups of compounds; explain the structure and bio-molecules, metabolism, cellular regulation at the genetic level and the bio-energetics of the cell; describe infectious diseases using an understanding of bacteria, viruses and fungi; describe various dosage forms, routes of administration, the principles of absorption, distribution, metabolism and elimination; explain the role of the World Health Organisation and describe the role of pharmacists in the South African health care system; principles and processes guiding the management of an organisation and patients.

After the third year

Explain the relationship of structure to mode of action, stability, activity and metabolism selected drug classes, synthesise selected drug molecules, select appropriate analytical procedures for quality assurance of pharmaceutical formulations; explain the absorption and disposition of drugs, predict the stability of drug products, describe and prepare selected drug delivery systems; describe the general principles of drug action and pharmacodynamics, identify the major classes of drugs, describe the mode of action of selected drugs; factors influencing family planning and compare methods of contraception; describe the prevention, control and treatment of public health problems, compare the South health system with other health systems; explain the principles and processes of resource management in different pharmacy practice settings; conduct marketing research.

After the fourth year

Explain chemical aspects of drug design, the influence of photostability on drugs, and the influence of biogenesis in drug production; predict and describe the effects of a variety of conditions on the clinical pharmacokinetics of drugs, apply the principles biopharmaceutics to the formulation of dosage forms; describe the pathogenesis, symptomatology and treatment of a range of diseases which are encountered in primary, secondary and tertiary care settings; recognise signs of toxicity and adverse responses, evaluate disease states and the appropriateness of therapy in man, identify and respond to drug related problems on the basis of pharmacokinetic and pharmacodynamic data, assessment and relevant patient information; inform, educate and counsel patients, community groups and other health care providers about health related matters; profession in compliance with appropriate legislation and ethics.

Evidence will be given by means of

1. In formal continuing evaluations (e.g. tutorials, practicals, assignments)
2. Formal continuing evaluation (e.g. theoretical tests (written), skills and oral exam)
3. Formal end evaluations e.g. theoretical (written) and practical examinations at the of each phase/year of study; end oral examinations, presentations and portfolios).

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved

1. Learning is best achieved when the learner is able to see the relevance of the concepts.
2. Learning is improved through reflective practice where the learner is given the opportunity to apply concepts and reflect on what been learnt.
3. Learning is enhanced if the learner is provided with the opportunity for regular assessment, which informs his/her learning.
4. Small group discussion is an important feature of learning since it enables the learner to express doubts and build up confidence in a non-threatening environment.
5. Learners acquire insight into the assessment criteria which are considered important when asked to undertake their own assessment and the assessment of peers.

Assessment entails three elements

1. Formal end of course assessment (summative)
2. Continuing formal assessment (formative and summative)
3. Continuing informal assessment (formative)

The following quality assurance procedures form part of the overall evaluation and accreditation system

1. Internal examiners and moderators
2. External examiners and moderators
3. Accreditation requirements and guidelines of the Pharmacy Council of South Africa.
4. Accreditation requirements and guidelines of the higher education quality assurance bodies (Higher Education Quality Committee of the Council of Higher Education, and SAQA requirements)
5. Requirements and guidelines of Rhodes University.