Technical Standards

The mission of the Arnold & Marie Schwartz College of Pharmacy and Health Sciences is to prepare students to enter the practice of pharmacy. The following technical standards describe the non-academic qualifications required in addition to academic performance that the college considers essential for admission to, and continuance in, the Doctor of Pharmacy (Pharm.D.) program. A candidate for the Pharm.D. degree must possess the skills and abilities of the types listed below. The standards are in place to ensure your success in the program but also to protect the safety of the patients you will manage. Depending on the circumstances, reasonable accommodations for disabilities may be possible and made available, however candidates and continuing students are ultimately responsible for performing in a reasonably independent manner.

The college has established these technical standards in the context of the following interests: 1) the rights of applicants and students; 2) the safety of students and patients; and 3) the significant experiential education requirements of the curriculum. These interests and the nature of the educational activities in the Pharm.D. program may prevent some prospective students with disabilities from qualifying for admission and continuing students with disabilities from continuation in the program.

The technical standards described in below are those that allow an individual to perform at the minimal acceptable level in the identified activity. Applicants and students must be able to satisfy, with or without the use of appropriate auxiliary aids (including prosthetic devices), the following technical standards which relate to physical, cognitive, and behavioral abilities relevant to successful completion of the Pharm.D. program.

  • Observational – Through the use of visual, auditory, and somatic senses, students must be able to observe lectures, demonstrations, and experiments, read information from a computer screen, and observe a patient at a distance and close-at-hand to accurately assess a patient’s physical condition, obtain a patient history, and perform physical assessments.
  • Communications – Students should be able to speak, hear, and observe patients in order to elicit information and perceive nonverbal communication such as facial expressions, affects, and body language. Communication skills include the appropriate use of spoken and written English.
  • Behavioral and Social Attributes – Students should demonstrate maturity, integrity, compassion and respect for others. The student must possess the emotional and mental health required for full use of their intellectual abilities.
  • Motor – The student must have sufficient motor skills necessary to prepare all routine forms of medication orders including compounding, administering, and dispensing; and be able to elicit patient information through the use of physical assessment techniques.
  • Intellectual, Conceptual, Integrative and Quantitative Ability – Students must have effective and efficient learning skills to master an entry-level doctorate program. They must be able to learn through a variety of teaching methods ( e.g. classroom instruction, small group activities, individual study, experiential activities, and self-learning. Students must be able to read, comprehend, analyze, and interpret data in order to respond to information related to medical situations in an organized manner. Intellectual abilities must be sufficient enough to analyze and synthesize information from a large variety of sources.

The college does not discriminate against qualified disabled individuals and works with the university’s campus-based Office of Student Support Services to support qualified students with documented disabilities in fully participating in all college programs and activities. Methods toward achieving success and/or equal opportunities include academic adjustments, auxiliary aids and services, and other reasonable accommodations that may be provided to individuals to remove or lessen the effects of disability-related barriers. Examples of auxiliary aids and services include providing sign language interpreters or other assistive technology.

The applicant should evaluate him/herself for compliance with these technical standards. Submission of an affidavit will serve as testimony the student has read and understands these standards and acknowledges compliance with them.