Welcome to Loma Linda University School of Pharmacy. We are so glad you’ve chosen us to guide your journey to becoming a pharmacist. We truly believe patients achieve optimal health and medication outcomes with pharmacists as essential and accountable providers within patient-centered, team-based healthcare. (JCPP Vision). Loma Linda provides a unique environment to explore your calling in service to mankind and fulfilling this national vision for the role of the pharmacist in the integrated health-care team. The past couple of years have been filled with significant challenges of a pandemic; yet, out of each challenge is born new opportunity. Pharmacists have solidified their important role within our health system, particularly in the areas of disease prevention (vaccines, infectious disease prevention, and cardiovascular health) and chronic disease management. We’ve expanded our post-doctoral residencies and fellowships as the second largest program in the state of California. We’ve also focused heavily on health equity and solving for the social determinants of health in our local community through active engagement, coupled with diverse faculty and student recruitment. We are known globally for our approach to the integration of faith as an essential component of wholeness. In short, we believe that we will help you develop into a provider that demonstrates the very best in competent, compassionate, caring, and ethical pharmacy practice.
The profession of pharmacy is changing, and the casual observer may not see the opportunity in these changes. The Pharmacy Manpower Project conducts an analysis of pharmacy practice every five years. Two key findings frame where pharmacists are practicing and will practice in the future. First, the number of pharmacists in traditional community pharmacy practice is declining due to changes in technology and provision of medicines through mail order and direct product distribution. This remains an outstanding area of pharmacy practice for those who innovate and diversify their patient-care offerings in addition to provision of medicines. Second, the number of pharmacists working alongside physicians in medical practices is rapidly growing, fueled by an emphasis on improving quality of patient outcomes. Of course, pharmacists are highly valued and practicing at the top of their training in hospitals, home healthcare, and a host of other practice locations. And many pharmacists are finding niche practices where their skills are highly valued, such as in health information technology, personalized and genomic medicine, and much more. While change is hard sometimes, a Loma Linda pharmacy education will provide you with all of the skills and knowledge you need to flourish—whatever your path—and take advantage of a career that has many promising rewards.
The Faculty and Staff are here to help you grow intellectually, relationally, physically, and spiritually as you prepare for a life of service in your chosen profession. We wish you continued success as you strive to achieve your professional and personal goals.
Kyle M. Sousa, Ph.D.
Dean, School of Pharmacy
In 1994, a school of pharmacy was proposed to the Loma Linda University Board of Trustees; in 1995, the Board voted to continue to approve, in principle, the establishment of a school of pharmacy. The new School of Pharmacy's pioneering class of 2006 began on September 19, 2002. In July 2007, the Accreditation Council for Pharmacy Education granted full accreditation status to the School of Pharmacy. In October 2012, the School of Pharmacy moved into Shryock Hall, a historical building in the core of the LLU campus. The administrative team, Department of Pharmacy Practice, and Department of Experiential and Continuing Education now call Shryock Hall home. The Chan Shun Pavilion houses the Department of Pharmaceutical and Administrative Sciences as well as three research laboratories.
The mission of Loma Linda University School of Pharmacy is to educate competent and compassionate pharmacists who are dedicated to whole-person care as integral members of a health-care team. We pursue excellence in teaching, service, research, and clinical care in honor of Jesus Christ.
To continue the teaching and healing ministry of Jesus Christ.
The goals of Loma Linda University School of Pharmacy are to:
The School of Pharmacy's academic and co-curricular activities focus on Loma Linda University's seven core values.
Students of the University are responsible for informing themselves of and satisfactorily meeting all regulations pertinent to registration, matriculation, and graduation. See the general academic policies and information section in this CATALOG. It is important to review specific program requirements in the context of the general requirements applicable to all programs.
The School of Pharmacy accepts students with advanced standing into the Pharm.D. program under the following conditions:
Students will only be admitted with advanced standing to either the PY1 or PY2 years of the LLUSP curriculum.
Students must have computer proficiency prior to enrollment, such as use of an email system (including attachment of a document), familiarity with a learning management system (Canvas or Blackboard), as well as basic knowledge of word processing program(s), presentation program(s), and spreadsheet program(s). Students must also be capable of searching the internet and navigating their computers.
The information on student life contained in this CATALOG is brief. The University Student Handbook more comprehensively addresses University and school expectations, regulations, and policies, and is available to each registered student. Students need to familiarize themselves with the contents of the Student Handbook. Additional information regarding policies specific to a particular school or program within the University is available from the respective school.
The School of Pharmacy prepares a school-specific Policy and Procedure Manual, which is provided to all pharmacy students. Regulations, policies, procedures, and other program requirements are contained in this manual. Students who have questions about the Policy and Procedure Manual should contact the associate dean of student affairs and admissions.
All new students are required to have the immunizations listed below before their first registration. Students will not be allowed to register without a valid and completed immunization record. It is strongly recommended that all required immunizations and physical examinations be obtained by the student before arrival on campus. All immunizations, except the third hepatitis B, can be completed in one month. Many county health departments offer these immunizations at a reduced cost. Please see the Student Health Requirements for additional information, or contact Student Health Services directly at 909-558-8770.
Pharmacy intern license
California law requires that all pharmacy students be licensed as interns before participating in any pharmacy practice experience. Consequently, all enrolled students must possess a valid, non-probationary intern pharmacist license to participate in the experiential components of the Pharm.D. program. Application for this license is part of the orientation program scheduled prior to the start of the PY1 year.
Loma Linda University seeks to educate ethical and proficient pharmacists within a Christian paradigm. Fundamental core values of compassion, integrity, freedom, excellence, justice, purity, and humility are expected of each student attending the School of Pharmacy. Integrity is important in upholding the standards of professional and personal conduct, and is consistent with the oath that is taken upon graduation. Integrity includes being accountable for one's own conduct as well as assuming responsibility for the professional behavior of one's colleagues within the profession. Professionalism involves treating others with courtesy and respect. It is expected that all School of Pharmacy students will exhibit conduct that shows respect to others at all times.
In harmony with the goals of Loma Linda University, students are expected to demonstrate a pattern of personal discipline with lifestyle expectations that are consistent with those of the Seventh-day Adventist Church. Joining the Loma Linda University family is an honor and requires each individual to uphold the policies, regulations, and guidelines established for all members of the University team. The following are expected of each member of the Loma Linda University family:
All students must be currently certified in basic life support and first aid during their enrollment in the School of Pharmacy.
Involvement in professional organizations is an integral part of the educational and professional experience within the School of Pharmacy. The complete list of School of Pharmacy-recognized professional organizations can be found in the Professional Organization Policies and Procedure Manual. This manual is maintained by the Office of Student Affairs.
On August 21, 2014, the faculty approved and adopted the following outcomes based on CAPE 2013 educational outcomes.
Domain 1—Foundational Knowledge
Subdomain 1.1. Learner (Learner)—Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient-centered care.
Learning objectives
By the end of the program, the graduate should be able to:
1. Develop and demonstrate depth and breadth of knowledge in pharmaceutical, social/behavioral/administrative, and clinical sciences.
2. Articulate how knowledge in foundational sciences is integral to: a) clinical reasoning, b) evaluation of future advances in pharmacotherapy, c) supporting health and wellness initiatives, and d) delivery of contemporary pharmacy services.
3. Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work, and evaluate their potential value in individuals and populations.
4. Apply knowledge in foundational sciences to solve therapeutic problems and advance patient-centered care.
5. Analyze scientific literature related to drugs and disease to enhance clinical decision-making.
6. Identify and analyze emerging theories, information, and technologies that may impact patient-centered and population-based care.
Domain 2—Essentials for Practice and Care
Subdomain 2.1. Patient-centered care (Caregiver)—Provide patient-centered care as the medication expert (collect and interpret evidence; prioritize; formulate assessments and recommendations; implement, monitor and adjust plans; and document activities).
Learning objectives
By the end of the program, the graduate should be able to:
1. Collect subjective and objective evidence related to patient, medications, allergies/adverse reactions, and disease by performing patient assessment (including physical assessment) from chart/electronic health records, pharmacist records, and patient/family interviews.
2. Interpret evidence and patient data.
3. Prioritize patient needs.
4. Formulate evidence-based care plans, assessments, and recommendations.
5. Implement patient-care plans.
6. Monitor the patient and adjust the care plan as needed.
7. Document patient care-related activities.
Subdomain 2.2. Medication-use systems management (Manager)—Manage patient health-care needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication-use systems.
Learning objectives
By the end of the program, the graduate should be able to:
1. Compare and contrast the components of typical medication-use systems in different pharmacy practice settings.
2. Describe the role of the pharmacist in impacting the safety and efficacy of each component of a typical medication-use system (i.e., procurement, storage, prescribing, transcription, dispensing, administration, monitoring, documentation, and outcomes).
3. Utilize technology to optimize the medication-use system.
4. Identify and utilize human, financial, and physical resources to optimize the medication-use system.
5. Manage health-care needs of patients during transitions of care.
6. Apply standards, guidelines, best practices, and established processes related to safe and effective medication use.
7. Utilize continuous quality improvement techniques in the medication-use process.
Subdomain 2.3. Health and wellness (Promoter)—Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
Learning objectives
By the end of the program, the graduate should be able to:
1. Describe the use of risk assessment, risk reduction, screening, education, and immunizations to provide systematic preventive care.
2. Provide prevention, intervention, and educational strategies for individuals and communities to improve health and wellness.
3. Participate with inter-professional health-care team members in the management of and health promotion for all patients.
4. Evaluate personal, social, behavioral, economic, and environmental conditions to improve health and wellness.
Subdomain 2.4. Population-based care (Provider)—Describe how population-based care influences patient-centered care, the development of practice guidelines, and evidence-based best practices.
Learning objectives
By the end of the program, the graduate should be able to:
1. Assess the health-care status and needs of a targeted patient population.
2. Develop and provide an evidence-based approach that considers items—including cost, care, access, satisfaction needs, and cultural appropriateness of a targeted patient population.
3. Participate in population health management by evaluating, recommending, and/or adjusting interventions to maximize health.
Domain 3—Approach to Practice and Care
Subdomain 3.1. Problem solving (Problem Solver)—Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.
Learning objectives
By the end of the program, the graduate should be able to:
1. Identify and define the primary problem.
2. Define basic and alternative goals.
3. Explore multiple solutions by organizing, prioritizing, and defending each possible solution.
4. Anticipate positive and negative outcomes by reviewing assumptions, inconsistencies, and unintended consequences.
5. Implement the most viable solution, including monitoring parameters, to measure intended and unintended consequences.
6. Reflect on the solution implemented and its effects to improve future performance.
Subdomain 3.2. Educator (Educator)—Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
Learning objectives
By the end of the program, the graduate should be able to:
1. Conduct a learning needs assessment of constituents who would benefit from pharmacist-delivered education (e.g., patients/caregivers, technicians and interns, pharmacy students, fellow pharmacists, other health-care providers, and legislators).
2. Select the most effective techniques/strategies to achieve learning objectives.
3. Demonstrate the ability to coordinate educational efforts with other health-care providers, when appropriate, to ensure a consistent, comprehensive, and team-based encounter.
4. Ensure that instructional content contains the most current information relevant for the intended audience.
5. Adapt instruction and delivery to the intended audience.
6. Assess audience comprehension.
Subdomain 3.3. Patient advocacy (Advocate)—Assure that patients’ best interests are represented.
Learning objectives
By the end of the program, the graduate should be able to:
1. Incorporate elements of Loma Linda University’s wholeness philosophy to empower patients to take responsibility for and control of their health.
2. Assist patients in navigating the complex health-care system.
3. Ensure that patients obtain the resources and care required in an efficient and cost-effective manner (e.g., triage to social and/or other health-care services).
Subdomain 3.4. Inter-professional collaboration (Collaborator)—Actively participate and engage as a health-care team member by demonstrating mutual respect, understanding, and values to meet patient-care needs.
Learning objectives
By the end of the program, the graduate should be able to:
1. Establish a climate of shared values and mutual respect necessary to meet patient-care needs.
2. Define clear roles and responsibilities for team members to optimize outcomes for specific patient-care encounters.
3. Communicate in a manner that values team-based decision-making and shows respect for contributions from other areas of expertise.
4. Foster accountability and leverage expertise to form a highly functioning team (one that includes the patient, family, and community) and promote shared patient-centered problem-solving.
Subdomain 3.5. Cultural sensitivity (Includer)—Recognize social determinants of health to diminish disparities and inequities in access to quality care.
Learning objectives
By the end of the program, the graduate should be able to:
1. Recognize the collective identity and norms of different cultures without overgeneralizing (i.e., recognize and avoid biases and stereotyping).
2. Demonstrate an attitude that is respectful of different cultures.
3. Assess a patient’s health literacy and modify communication strategies to meet the patient's needs.
4. Safely and appropriately incorporate patients’ cultural beliefs and practices into health- and wellness-care plans.
Subdomain 3.6. Communication (Communicator)—Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
Learning objectives
By the end of the program, the graduate should be able to:
1. Interview patients using an organized structure, specific questioning techniques, and medical terminology adapted for the audience.
2. Actively listen and ask appropriate open- and closed-ended questions to gather information.
3. Use available technology and other media to assist with communication as appropriate.
4. Use effective interpersonal skills to establish rapport and build trusting relationships.
5. Communicate responsibly with assertiveness, persuasiveness, confidence, and clarity.
6. Demonstrate empathy when interacting with others.
7. Deliver and obtain feedback to assess learning and promote goal setting and goal attainment.
8. Develop professional documents pertinent to organizational needs.
9. Document patient-care activities clearly, concisely, and accurately using appropriate medical terminology.
Domain 4 – Personal and Professional Development
Subdomain 4.1. Self-awareness (Self-aware) – Examine and reflect on personal knowledge, skills, abilities, beliefs,
biases, motivation, and emotions that could enhance or limit personal and professional growth.
Learning Objectives
By the end of the program, the graduate should be able to:
1. Use metacognition to regulate one’s own thinking and learning.
2. Maintain motivation, attention, and interest (e.g., habits of mind) during learning and work-related activities.
3. Identify, create, implement, evaluate and modify plans for personal and professional development for the purpose of individual growth.
4. Approach tasks with a desire to learn.
5. Demonstrate persistence and flexibility in all situations; engaging in help seeking behavior when appropriate.
6. Strive for accuracy and precision by displaying a willingness to recognize, correct, and learn from errors.
7. Use constructive coping strategies to manage stress.
8. Seek personal, professional, or academic support to address personal limitations.
9. Display positive self-esteem and confidence when working with others.
Subdomain 4.2. Leadership (Leader) - Demonstrate responsibility for creating and achieving shared goals, regardless of position.
Learning Objectives
By the end of the program, the graduate should be able to:
1. Identify characteristics that reflect leadership versus management.
2. Identify the history (e.g., successes and challenges) of a team before implementing changes.
3. Develop relationships, value diverse opinions, and understand individual strengths and weaknesses to promote teamwork.
4. Persuasively communicate goals to the team to help build consensus.
5. Empower team members by actively listening, gathering input or feedback, and fostering collaboration.
Subdomain 4.3. Innovation and Entrepreneurship (Innovator) - Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
Learning Objectives
By the end of the program, the graduate should be able to:
1. Demonstrate initiative when confronted with challenges.
2. Develop new ideas and approaches to improve quality or overcome barriers to advance the profession.
3. Demonstrate creative decision making when confronted with novel problems or challenges.
4. Assess personal strengths and weaknesses in entrepreneurial skills
5. Apply entrepreneurial skills within a simulated entrepreneurial activity.
6. Conduct a risk-benefit analysis for implementation of an innovative idea or simulated entrepreneurial activity.
Subdomain 4.4. Professionalism (Professional) - Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
Learning Objectives
By the end of the program, the graduate should be able to:
1. Demonstrate altruism, integrity, trustworthiness, flexibility, and respect in all interactions.
2. Display preparation, initiative, and accountability consistent with a commitment to excellence.
3. Deliver patient-centered care in a manner that is legal, ethical, and compassionate.
4. Recognize that one’s professionalism is constantly evaluated by others.
5. Engage in the profession of pharmacy by demonstrating a commitment to its continual improvement.
Standard No. 15: Student Complaints Policy of the accreditation standards and guidelines for the professional program in pharmacy leading to the Doctor of Pharmacy degree states, “the college or school develops, implements, and makes available to students a complaints policy that includes procedures for how students may file complaints within the college or school and also directly to ACPE regarding their college or school’s adherence to ACPE standards. The college or school maintains a chronological record of such student complaints, including how each complaint was resolved.”
The ACPE complaints policy with instructions on how to file a complaint can be found at https://www.acpe-accredit.org/complaints/.
While enrolled in the Doctor of Pharmacy (PharmD) program, students complete a series of practice-based required courses to prepare them to become licensed pharmacists. To qualify for licensure as a pharmacist, students must graduate from the School of Pharmacy with a PharmD degree, achieve passing scores on the North American Pharmacist Licensure Examination (NAPLEX) and the law examination for the state where they plan to practice.
The experiential program consists of both Introductory Pharmacy Practice Experience (IPPE) and Advanced Pharmacy Practice Experience (APPE). Students and their supervising preceptors are guided by the Loma Linda University School of Pharmacy (LLUSP) Experiential Program Manuals which contain guidelines and policies for successful completion of the program.
The School of Pharmacy requires participation in IPPE during P1 through P3 to enhance practice skills and prepare students to function as members of a health-care team. APPE comprises the entire P4 curriculum and are designed to help students integrate and refine skills learned in the first three years of pharmacy curriculum (didactic and experiential) as well as prepare students to serve as trustworthy professionals who provide patient-centered care.
The purpose of the experiential education program is to apply knowledge from classroom and laboratory courses to pharmacy practice and patient care. The ultimate goal of the experiential program is to produce well-rounded, competent, caring and responsible pharmacists who can deliver exemplary pharmaceutical care as well as communicate effectively with diverse patients and other healthcare professionals.
During experiential courses, students are assigned to both inpatient and outpatient pharmacy practice settings under the direct supervision of a School of Pharmacy preceptor. Participation in the IPPE/APPE courses requires an active, non-probationary California intern pharmacist license issued by the California Board of Pharmacy. When a student is participating in an IPPE/APPE rotation, Loma Linda University’s code of conduct and the guidelines found in the School of Pharmacy Student Policies & Procedures Manual remain in effect throughout the completion of this experience. If IPPE/APPE site regulations and policies differ from University policies, the site policies supersede. In addition to the aforementioned guidelines, the following regulations are to be followed by all professional pharmacy students assigned to experiential rotations:
The Department Chair of Pharmacy Practice along with the Office of Experiential Education coordinate the experiential training, course, reflections and communication with students, sites, preceptors and the California State Board of Pharmacy. Participation in the practice-based experiences requires:
Reactive result is obtained from blood draw. Student with nonreactive results are required to receive a booster, wait 3-4 weeks and schedule a blood draw. Students may receive up to three boosters until a Reactive result is achieved. If immunity is not achieved after receiving three boosters, a letter from physician stating student received three boosters and shows nonimmunity for the specific titer is required.
The goals of IPPE are to sharpen clinical skills through direct patient care activities in community and institutional care settings; to introduce the student to different career opportunities in pharmacy; and to apply therapeutic knowledge through the first three years of the curriculum. IPPE course series are designed to track student progression and ensure APPE readiness. Under the supervision of a School of Pharmacy preceptor, the student will be provided opportunities to apply didactic knowledge to patient care in community and institutional care settings early in the program. These experiences enhance communication, problem-solving, critical thinking and decision-making skills through direct patient care activities. Students must complete 330 IPPE hours throughout P1 to P3 before progressing to APPEs.
In order to progress to the APPEs, a student must achieve P4 standing as defined by LLUSP curriculum. APPEs consist of six rotation and two study blocks:
Each APPE block is six weeks (240 hours). Students must complete a minimum of 1,440 rotation hours.
All School of Pharmacy students must have a current non-probationary California intern pharmacist license. Students will be guided through the licensure application process during the first-year orientation. The intern licensure is required for all IPPEs and APPEs. Information about the pharmacy intern license can be found online at http://www.pharmacy.ca.gov/forms/intern_app_pkt.pdf.
It is the student's responsibility to keep his or her pharmacy intern license current and valid. The Board of Pharmacy must be notified of address, enrollment status, or name changes within 30 days of the change. A photocopy of the student's valid pharmacy intern license must be on file in the school's Office of Experiential Education.
In order to be licensed as a pharmacist in California, the California State Board of Pharmacy requires each applicant to have completed a minimum of 300 IPPE and 1,440 APPE hours of supervised pharmacy practice experience. As of January 1, 2016, an applicant for the pharmacist examination who has graduated on or after January 1, 2016, from an ACPE-accredited college of pharmacy or school of pharmacy recognized by the board shall be deemed to have satisfied those pharmacy practice experience requirements.
The Office of the Dean is the final authority on all financial matters and is charged with the interpretation of all financial policies. Any exceptions to published policy in regard to reduction or reimbursement of tuition must be approved by the dean. Any statement by individual faculty members, program directors, or department chairs in regard to these matters is non-binding for the school or the University unless approved by the dean.
Registration is not complete until tuition and fees of the required installment are paid; therefore, the student should be prepared to make these payments during scheduled registration for each academic year. There may be adjustments in tuition and fees as economic conditions warrant.
The student is expected to arrange for financial resources to cover all expenses before the beginning of each school year. Previous accounts with other schools or with this University must have been settled.
Upon notification of acceptance, the applicant must deposit $350 to hold a place in the class. This amount is deducted from the tuition and fees due at registration and is nonrefundable should an applicant decide not to register.
Students who are not U.S. citizens or permanent residents entering Loma Linda University School of Pharmacy must deposit funds in the amount of the first full year of tuition. This deposit will be applied to the student's account for educational costs during their last term of enrollment. An international student's deposit will be refunded if a student visa is not obtained.
Tuition, fees, and other cost-of-attendance items are located on the Find a Program webpage.
The following charges are subject to change without notice.
| $75 | Application fee |
| $350 | Acceptance deposit; nonrefundable, applicable to tuition |
| $25 | Returned check processing fee |
| $100-200 | Late fee |
Students may go to llu.edu/central/housing for housing information and a housing application form.
Students are responsible for staying informed and satisfactorily meeting all regulations pertinent to registration, matriculation, and graduation.
Kyle M. Sousa
Olayemi Adeoye
Khaled Bahjri
Kristopher Boyle
Willie L. Davis
Danielle L. Davis-Khoromana
Ike dela Pena
Alireza FakhriRavari
Olivia Francis-Boyle
Paul Gavaza
Jody M. Gonzalez
Alireza Hayatshahi
Lisa Hong
Tomona Iso
Christopher Jacobson
Justin M. Kinney
Kathryn T. Knecht
Jessa M. Koch
Victoria Maskiewicz
Randall McDonough
Aimable Ngendahimana
Wei-Xing Shi
Caroline M. Sierra
Kyle M. Sousa
Noreen Chan Tompkins
Huyentran N. Tran
Farnoosh Zough
Antony Gobin
Norm Hamada
Christopher Hauschild
Michael D. Hogue
Michelle Spencer-Safier
Nancy E. Kawahara
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