One of the primary missions of the College of Pharmacy is to prepare outstanding pharmacists and pharmaceutical scientists to meet the health care needs of the state and society and to enhance the delivery of essential pharmacy services for all citizens. The faculty of the College strive to deliver an education that will, through the graduates of the Doctor of Pharmacy Program, attain the highest levels of this goal.


The professional program leading to the Doctor of Pharmacy degree and eligibility for pharmacist licensure requires a certain level of cognitive, behavioral and technical skill and ability inherent in a professional education. These principles and standards hold for admission, progression, retention and completion of the program.

The primary role of the pharmacist is to provide safe and effective health care to the patients served. Patient safety must be considered in the selection and education of student pharmacists. As well, the College of Pharmacy has a responsibility to maintain as safe an environment as possible for its students and the practice settings in which they receive education. Student pharmacists must reasonably contribute to a safe environment through their personal physical and mental health or social behavior. Students must complete the academic program in a reasonable length of time , must be able to acquire a pharmacist intern license after their first semester in the College and maintain the pharmacist intern license during their educational program and must be eligible for a pharmacist license after they complete the Doctor of Pharmacy program.

All students are expected to successfully fulfill the same core educational requirements. Reasonable education-related accommodations will be provided, where possible and within The University of Iowa guidelines. Students need to possess the skills and abilities, with or without accommodations that will allow successful fulfillment of the requirements necessary to complete the program. Students who graduate from the program are eligible to become pharmacists without restrictions on their practice; therefore, the curriculum requires students to successfully complete all core components of the program and does not allow students to take part in a limited set of required activities.


Observation necessitates the functional use of visual, auditory and somatic senses. Students must have the ability to observe and evaluate, in classrooms and patient care areas, demonstrations, experiments and patients , including performing physical assessments. Observation of the technical quality of premanufactured as well as compounded medications is essential.

Communication Skills:

As appropriate for each stage of their education, student pharmacists must communicate effectively and efficiently in oral and written English; and have the proper use and recognition of nonverbal communication cues. They must be capable of completing professional communication activities in a timely manner.


Student pharmacists must have the coordination of muscular movement with accommodation if necessary to undertake the preparation of all routine forms of medication orders, the use of diagnostic equipment for patient assessment, and the direct delivery of patient therapies.

Intellectual, Conceptual, Integrative And Quantitative Abilities:

As appropriate for each stage of their education, student pharmacists must demonstrate a fundamental and continuing ability to use analytical reasoning to independently and in collaboration with a health care team synthesize knowledge, solve problems and explain health care situations. Information must be obtained, retrieved, evaluated and delivered in an efficient and timely manner. Students must be able to demonstrate good judgment in patient care and assessment and have the ability to incorporate new and changing information obtained from the practice environment.

Behavioral And Social Attributes:

Student pharmacists must demonstrate professional and ethical demeanor appropriate to their educational level. Students must be able to function within the regulatory and institutional limits of the educational environment and modify behaviors based on criticism. Students must demonstrate compassion and integrity and a concern for others. This requires responsibility for personal action and emotional stability under the stressful conditions which may come from their professional education.

Individuals with questions or concerns about their ability to meet these standards are encouraged to contact the Associate Dean for Academic Affairs. Approved 17 October 2003 Faculty meeting.