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| President | > | James Ying |  |
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| Vice President | > | Jelena Sparavalo | |||
| Secretary Treasurer | > | Laura Feeney | |||
| Faculty Rep | > | Vivian Law | |||
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| CAPSI Rep | > | Michelle Baker | |||
| Social Rep | > | Paul Lee | |||
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| Grad Formal Reps | > | Jadie Lo | |||
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| Please share any resources you may have (old notes, good inclass notes, old exams, old exam answers). They will be placed in the Downloads section, so that everyone can access them. You can submit Anonymously (simply as Anonymous or with your own code name if your into that thing) or you can use your real name. It's up to you, but whatever name you do use is what gets written with the file on the Downloads page. Now there are two ways to submit a file: 1. You can email me the file directly using the form on the right. ONLY IF THE FILE SIZE IS LESS THAN 2MB. 2. Otherwise, you'll have to upload your file to a website such as: FileSavr, MediaFire, RapidShare etc. Once you upload your file you can copy and paste the link they provide in the Information Box in the form on the right and submit it that way. |
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| PHM421Y1 | Pharmaceutical Care III | |
| PHM425H1 | Pharmacy Practice Research | |
| PHM427H1 | Health Systems in Society II | |
| PHM428H1 | Professional Practice IV | |
| PHM429H1 | Pharmacy Practice Seminar |
Each SPEP Course is 37.5 hours per week. Courses with a Weight Value of 1.0 are 8 weeks in duration; courses with a Weight Value of 0.5 are 4 weeks in duration.
All students must complete a total of 16 weeks of SPEP rotation time (i.e. SPEP courses equivalent to a Weight Value of 2.0).
In addition to the above requirements, students must choose one of the three following courses plus an elective course - either a Pharmacy course or an Arts and Science fall-term half course. Please note that PHM454H1, PHM458H1 and PHM459H1 are also offered as electives.
| PHM454H1 | Selected Topics in the Pharmaceutical Industry | |
| PHM458H1 | Pharmacy Practice Management in the Community | |
| PHM459H1 | Institutional Pharmacy Practice Management |
| PHM450H1 | Aboriginal Issues in Health and Healing | |
| PHM451H1 | Radiopharmaceuticals in Diagnosis and Therapy | |
| PHM453H1 | Selected Topics in Nuclear Pharmacy | |
| PHM454H1 | Selected Topics in the Pharmaceutical Industry | |
| PHM456H1 | Introduction to Paediatric Pharmacy Practice | |
| PHM457H1 | Natural Health Products | |
| PHM458H1 | Pharmacy Practice Management in the Community | |
| PHM459H1 | Institutional pharmacy Practice Management | |
| PHM460H1 | Pharmaceutical Marketing | |
| PHM462H1 | Alcohol and Substance Use Disorders | |
| PHM463H1 | Pharmacotherapy in Obstetrics and Gynecology | |
| PHM468H1 | Self-Directed Online Problem Based Learning Elective in Self-Medication | |
| PHM489H1 | Research Project I | |
| PHM499Y1 | Research Project II |
Download 2009-2010 Timetable for Year 4 (PDF File)
ALL FOURTH YEAR must be taken in its entirety during one academic year. All program requirements of Years 1 to 3 must be met prior to registration in Fourth year. All Fourth year courses offered in the Fall term (September to December) must be successfully completed and a sessional Grade Point Average of at least 1.7 be attained, prior to students being eligible to proceed with SPEP rotations.
This course is a continuation of therapeutics taught in PHM321Y1. Through discussion of a series of paper patient cases, students will acquire and/or reinforce their skills in assessing and managing patients' drug therapy. The case studies utilized in therapeutics will reinforce relevant pathophysiological and pharmacological concepts required to make these decisions. The specific therapeutic areas discussed will be common diseases that are not self-limiting and will include cardiology, oncology, psychiatry, neurology, renal disease and liver disease. In addition to large class discussions, the course also includes two small group seminars. Students will be expected to communicate both their decisions and the process followed in making these decisions in an understandable, appropriate written and verbal format, both during class discussions and in seminars. Team skills are also developed as students will work in small groups during case preparation, in-class assessments, and case study seminars.
This course introduces the student to research methods and design relevant to pharmacy practice. Drawing on what they learn in class as well as their knowledge of and experience in pharmacy practice, the health system, statistics, and bioethics, students will develop a proposal for a small research project applicable to pharmacy practice.
Trends and issues in Canadian health care with important implications for pharmacy will be discussed. The course consists of several modules: health care system reform, electronic technology in health care, systems theory and medication safety, pharmaceutical benefits management, reimbursement and regulatory reform and expanded scope of practice, evaluation of new health care technology (pharmacoeconomics). Students will critically examine these topics from a health systems perspective and identify implications for pharmacy practice.
This is a continuation of the Pharmacy Practice series of courses. This course requires students to demonstrate a consolidation of knowledge from previous courses, and to draw upon and complement material from the Pharmacy Practice, Pharmaceutical Care, and Social/Administrative Pharmacy courses and apply them to discussion of issues related to the psychology of patient care and pharmacy practice. Students will continue to utilize and develop strategic thinking and critical appraisal skills.
Pharmacy Practice Seminar is a consolidation of both the Professional Practice and Pharmaceutical Care series of courses. Working with "standardized patients" in small group interactions, students will further develop patient interviewing skills introduced in PHM329H1, while continuing to apply the pharmaceutical care process. Practical application of clinical knowledge to meet individual patients' drug related needs, through effective patient interviewing skills, is the emphasis of this course. Students are expected to demonstrate well-developed communication skills (both verbal and written) in order to effectively apply clinical knowledge to various patient care situations.
The overall goal of the Preparedness for SPEP component is to ensure that students have a clear understanding of what they will be required to do; when they will be required to undertake and complete activities; who they will be responsible for and to whom they will be responsible/accountable; where they will be expected to undertake activities; why each activity is required and how the activities relate to each other; and how students are expected to conduct themselves.
Students must have a clear understanding of the performance assessment and evaluation procedures and all SPEP policies and procedures. Students must demonstrate that they are prepared to undertake SPEP rotations by complying with the Preparedness for SPEP requirements which include: an assignment (letters and résumé for teaching associates), attendance and participation at a professional behaviour and ethical conduct tutorial, and a test. Students must also comply with all 'post admission requirements'.
This 8-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in community pharmacy practice sites that have a focus on provision of excellent direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 8-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in pharmacy practice sites that have a focus on provision of excellent direct patient care. Sites may be community or institutional based, and offer a relatively unique type of practice that is not captured by either PHM432Y1 or PHM434Y1 (e.g., Nursing Home Consultant Practice, Family Health Team, Ambulatory Care Practice). Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 8-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in institutional pharmacy practice sites that have a focus on provision of excellent direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in community pharmacy practice sites that have a focus on provision of excellent direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in institutional practice sites that have a focus on provision of excellent direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning in an ambulatory care setting (e.g., Ambulatory Care Clinics at Institutional sites, Family Health Teams, Community Health Centres). These will be sites that have a focus on provision of excellent direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with an opportunity to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning about drug information. These will be at sites that have a mandate to provide formalized Drug Information Services to support health care providers in provision of direct patient care (e.g., hospital based Drug Information Centres or Services, or regional Drug Information Services). Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with an opportunity to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning to drug utilization. These will be at sites that provide formalized drug use evaluation support to health care providers in provision of direct patient care. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
This 8-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in both ambulatory care practice (e.g., nursing home consultancy practice, family health teams, ambulatory care clinics at institutional sites) and either a community or institutional pharmacy practice site. In this course, there will be two 'Teaching Associates', one at each site, sharing the responsibility for a student, or a single 'Teaching Associate' providing supervision at both sites. At these sites students undertake a number of formalized activities, primarily related to direct patient care, designed to lead to the attainment of specific learning objectives.
This 4-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning. These opportunities will occur in both ambulatory care practice (e.g., nursing home consultancy practice, family health teams, ambulatory care clinics at institutional sites) and either a community or institutional pharmacy practice site. In this course, there will be two 'Teaching Associates', one at each site, sharing the responsibility for a student, or a single 'Teaching Associate' providing supervision at both sites. At these sites students undertake a number of formalized activities, primarily related to direct patient care, designed to lead to the attainment of specific learning objectives.
This four-week course is designed to provide students with a variety of opportunities to apply the knowledge, skills and professional values/behaviors gained through Faculty-based learning to investigational drug services. These opportunities will occur at sites that provide formalized investigational drug services to support health care providers and researchers conducting drug trials in direct patient care environments. Students are assigned to pharmacists, designated as 'Teaching Associates', at these sites; students undertake a number of formalized activities, each designed to lead to the attainment of specific learning objectives.
In a multicultural society such as ours, many of those who may become our patients view health and healing in ways radically different from the scientific perspective we have been taught. How can we counsel when we don't understand the patient's world view? This course examines the many issues surrounding the health of Aboriginal people living in Canada as an example of cultures with a holistic understanding of health as a state of balance of body, mind, spirit and emotions. In the 13 weeks of class, students will come to understand how cultural and economic domination, various government policies as well as indigenous spirituality and ways of knowing have affected the present-day health of Aboriginal peoples in Canada and throughout the world. The many highly qualified speakers from the Aboriginal community, from traditional healers to physicians, policy analysts and epidemiologists, combined with its focus on healing process and its experiential format, make this course unique in the university. Optional field trips such as the "medicine walk" on the Six Nations reserve and a "sweat" lodge ceremony are offered to afford students first hand, some say transformational, experience and insight into Aboriginal orientations to health and healing. The course is enriched by its association with the Aboriginal Studies Department in the Faculty of Arts and Science and the participation of students from many disciplines.
This course outlines the use of diagnostic and therapeutic radiopharmaceuticals in the study of pathological conditions and the detection of disease. The focus of the lessons will be on the disease and pathology followed by the physiologic or pathologic changes that may be measured using nuclear medicine techniques. Wherever applicable, the discussion will illustrate how a knowledge of the use of this group of drugs may be incorporated into a pharmaceutical care plan for the patient. Cases will be presented and discussed throughout the course.
This course examines the specialty of nuclear pharmacy by discussing a series of problems that explain the design, production, analysis and the clinical use of radiopharmaceuticals. The class will discuss the solution of each problem and using group discussions and laboratory exercises (if appropriate) will accomplish this task. Four problem cases are assigned to this course.
This course is designed to introduce students to drug development from the perspective of the pharmaceutical industry. It is intended to broaden the students' understanding of: (i) key stages in the drug development process; (ii) current issues facing this process, and (iii) potential role of the pharmacist within the drug development process. Lectures will be given by specialists employed in the pharmaceutical industry and concepts covered in the lectures will be applied to in-class case studies.
This course will introduce the student to many aspects of paediatric pharmacy practice such as paediatric drug administration, therapeutic drug monitoring, and adverse drug reactions. Medication teaching for parents and children will be discussed taking into consideration a child's understanding of illness and medications. Normal development and physiology of the infant, child and adolescent relevant to drug disposition and efficacy will also be addressed. As well, aspects of the management of various childhood conditions such as diarrhea & dehydration, poisoning, infectious diseases, cancer, epilepsy, HIV/AIDS and substance abuse will be discussed. Lectures will be primarily given by staff at The Hospital for Sick Children. Registration is limited to 70 students.
This course is designed to provide students with the knowledge and skills necessary to discuss natural health products with patients and other members of the health care team. The regulation of natural health products in Canada and their use within traditional systems of medicine such as traditional Chinese medicine, naturopathic medicine and homeopathy will be discussed to help students understand patients' use of these products. Students will learn to critically assess evidence of the safety and efficacy of common natural health products. A special emphasis of the course will be drug interactions with natural health products.
This course builds on the administrative, managerial and human resource principles presented in the prerequisite course, PHM326H, with specific application to managing and owning a pharmacy practice in the community. By means of lectures, case studies and assigned readings, students will explore a range of topics and issues relevant to managing a pharmacy practice as a business.
This course builds on the administrative, managerial and human resource principles presented in the prerequisite course, PHM326H1, with specific application to managing a pharmacy practice in an institutional setting. Students will explore institutional management issues. Topics discussed will include the organization of hospitals, the manager's role in the hospital environment, patient oriented program development, new trends in hospital practice and the pharmacist's impact on optimal drug therapy processes and outcomes. Other topics to be discussed will include health system changes affecting hospitals, external accountability requirements affecting hospitals and pharmacy services, the re-engineering of pharmacy practice, strategies for outcomes and process improvements, workload measurement systems, professional accountability, risk management, and patient and medication safety.
This course introduces the basic principles of marketing and demonstrates their application to both pharmaceutical products and services in either a not-for-profit or profit-oriented environment. Lectures will include examples of strategies currently in use. Students will be encouraged to engage in active learning through in-class discussions and case studies.
This elective course is designed to examine alcohol and other psychoactive substance use disorders, including prescription and over-the-counter drug abuse and dependence. Students will be exposed to the identification, prevention, and treatment (pharmacological and non-pharmacological) of alcohol and substance use disorders with an emphasis on the role of the pharmacist. Students will become familiar with alcohol and substance use disorders, comorbidity, detoxification procedures, information and treatment resources, medical and social problems associated with substance abuse, and will be exposed to real patients.
Medications used in the care of Canadian women are amongst the most often prescribed pharmaceuticals. This course is designed to allow the student to obtain fundamental pharmacotherapeutic knowledge of medications used from menarche to menopause. This course will encourage a student to develop a practice that provides quality care to women.
This is a self-study online therapeutics course. It develops skills in active, problem-based learning, critical literature appraisal, health professional teaching and life-long self-directed learning. One in-depth topic in self-limiting or mild conditions or nutritional supplementation is researched and evaluated from the perspective of the patient-pharmacist interaction.
This elective project course is designed on the same basis as PHM499Y (see course description below). However, it is on a smaller scale, i.e. half the hours and half the weight. PHM489H1 may be taken by students in other years of the program provided such students have completed three years of university (not necessarily pharmacy) and relevant supervisors are members of the graduate faculty. No exemptions are granted for research courses taken previously. Project work may commence during the summer. Detailed course information, including information on application procedures, may be found at http://pharmacy.utoronto.ca/programs/bsc/bsccurriculum/research.htm.
This elective project course is designed to introduce to third year students who are entering their fourth and final year, the philosophy, methodology and performance of research in scientific fields offered by staff members with graduate faculty status at the Leslie Dan Faculty of Pharmacy. Students may enrol during the spring semester of the third year and must submit the signed application and consent form to the Course Coordinator by mid February. Students may work through the summer, but the research and writeup must be finished by the end of the fall term of the fourth year. The research will involve the review of pertinent scientific literature and generation of new information. Depending upon the project and the supervisor, the research may be conducted in a laboratory at the Faculty, in a hospital, community pharmacy, pharmaceutical company, etc. Fields of study include: medicinal chemistry, pharmaceutics, pharmacokinetics, pharmacy administration and pharmacoeconomics, radiopharmacy, receptor biology, drug metabolism, therapeutics, and toxicology. Enrolment is limited and students are required to obtain prior written consent of the supervisors. Detailed course information, including information on application procedures, may be found at http://pharmacy.utoronto.ca/programs/bsc/bsccurriculum/research.htm.
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