2017 curriculum for pharmacy degree at unza - 2017

[BPHARM CURRICULUM REVIEW, UNZA VERSION 2017] 1
UNIVERSITY OF ZAMBIA
SCHOOL OF HEALTH SCIENCES
BACHELOR OF PHARMACY
CURRICULUM REVIEW PROCESS FOR UNZA PHARMACY DEGREE PROGRAMM
VERSION 2017
DRUG DOSAGE-
FORM
&
FORMULATION
[DDF]
BASIS OF
PHARMACY
PRACTICE
[BPP]
SCIENTIFIC &
OPERATIONAL
RESEARCH
DEVELOPMENT
[SOR]
SCIENTIFIC BASIS OF
PHARMACOTHERAPY
[SBP]
SOURCES &
CHEMISTRY OF
DRUGS
[SCD]
PHARMACIST

TABLE OF CONTENTS PAGE
Acronyms…………………………………………………………………………………………………………………………………………………………..3
Forward …………………………………………………………………………………………………………………………………………………………….4
Acknowledgement ……………………………………………………………………………………………………………………………………….......5
Title of Curriculum ………………………………………………………………………………………………………………………………………......6
Introduction……………………………………………………………………………………………………………………………………………………….6
Occupational Standards for Trained and Practicing Pharmacist…………………………………………………………………………9
Vision of the Pharmacy Degree Program…………………………………………………………………………………………………………19
Mission Statement for UNZA Pharmacy Degree Program………………………………………………………………………………..19
Philosophical concept pharmacy educational training programme………………………………………………………………….19
Aims of the degree programme……………………………………………………………………………………………………………………….20
Degree programme objectives…………………………………………………………………………………………………………………………21
Values of the degree programme…………………………………………………………………………………………………………………....23
Capacity of the school of health sciences to host the pharmacy program………………………………………………………..23
Entry requirements…………………………………………………………………………………………………………………………………………..24
Duration of training………………………………………………………………………………………………………………………………………….24
Practice-based training sites…………………………………………………………………………………………………………………………….25
General and specific regulations for the programme……………………………………………………………………………………….25
Reasons for BPharm Curriculum Review…………………………………………………………………………………………………………..26
Reviewed Curriculum Structure………………………………………………………………………………………………………………………..26
Curriculum Road Mapping………………………………………………………………………………………………………………………………..30
Progression Criteria………………………………………………………………………………………………………………………………………….34
Course Codes, Credit Units & GPA system………………………………………………………………………………………………………..36
Departmental Organization Road................................………………………………………………………………………................39
Second Year Courses…………………………………………………………………………………………………………………………………40
PMY 2010 (General Pharmaceutical Chemistry) – Full-Course……………………………………………………41
PMY 2020 (Basic & Metabolic Biochemistry) - BMB – Full-Course……………………………………………………45
PMY 2110 (General Pharmaceutics) – Full-Course……………………………………………………50
PMY 2210 (Comparative Anatomy & Physiology) - CAP – Full-Course……………………………………………………62
PMY 2220 (Molecular Cell biology & Microbiology) - MCM – Full-Course……………………………………………………71
PMY 2335 (Computers & Social Sciences) – Half-Course…………………………………………………..75
Third Year Courses………………………………………………………………………………………………………………………………………..83
PMY 3010 (General Pharmacognosy) – Full-Course……………………………………………………84
PMY 3014 (Pharmaceutical Chemistry & Analysis) - PCA – Full-Course……………………………………………………89
PMY 3120 (Radiopharmaceutics) – Full-Course……………………………………………………95
PMY 3210 (Pathology) – Full-Course………………………………………………….103
PMY 3220 (General Pharmacology) – Full-Course………………………………………………….109
PMY 3315 (Basic Pharmacy Practice) – Half-Course…………………………………………………113
Fourth Year Courses…………………………………………………………………………………………………………........................119
PMY 4010 (Medicinal Chemistry) – Half-Course…………………………………………………120
PMY 4110 (Biopharmacy) – Full-Course………………………………………………….125
PMY 4220 (Pharmacotherapy, Toxicology & Pharmacovigilance) - PTP – Full-Course………………………………………………….134
PMY 4315 (Business, Entrepreneurship & Pharmaeconomics) - BEP – Half-Course…………………………………………………144
PMY 4320 (ProfessionalPharmacyPractice & PharmSupplyChainManagement) PPP&PSCM – Full-Course…………………………..150
PMY 4025 (Clinical Pharmacognosy & Nutriceutics) - CPN – Half-Course…………………………………………………154
PMY 4415 (Research Methodology, Epidemiology & Biostatistics) - RMEB – Half-Course…………………………………………………163
Fifth Year Courses…………………………………………………………………………………………………………………………………….178
PMY 5114 (Industrial & Veterinary Pharmacy) – Full-Course………………………………………………….119
PMY 5314 (Hospital & Clinical Pharmacy) – Full-Course………………………………………………….125
PMY 5324 (Public Health & Community Pharmacy) – Full-Course………………………………………………….129
PMY 5340 (Leadership, Management & Governance) – Full-Course………………………………………………….133
PMY 5424 (Research Project) – Full-Course………………………………………………….137
References for Prescribed Books………………………………………………………………………………………………………….....231
Appendix………………………………………………………………………………………………………………………………………………………236
ACRONYMS

BC – Before Christ
AD – Anno Domini is Latin meaning "in the year of the Lord"
HPCZ – Health Professions Council of Zambia
ZNDP – Zambia National Drug Policy
MoE – Ministry of Education
MoH – Ministry of Health
ICC – Initiating Curriculum Committee
UNZA – University of Zambia
HFR – Honest Feedback Reporting
SOPs – Standard Operating Procedures
MSc – Master of Sciences
MPhil – Master of Philosophy
PhD – Doctor of philosophy
PharmD – Doctor of Pharmacy
DDF – Drug Design & Formulation
SBP – Scientific Basis of Pharmacotherapeutics
SCD – Sources and Chemistry of Drugs
BPP – Basis for Pharmacy Practice
RMD – Research Methodology & Development

FOREWORD
The need by the Government of the Republic of Zambia through the Ministry of Health to improve
and modernise health care delivery in general, and pharmaceutical care services provision in
particular in the country, in recent past necessitated the localization of professional pharmaceutical
personnel training in the country as early as 2001.
As earlier stated, Zambian-based pharmacy training for the public sector has continued to be offered
at diploma level from Evelyn Hone College that has been supplemented by pharmacy training
pathway offered from UNZA and other private institutions at degree level.
The need to reflect on the pharmaceutical care service provision in the country has necessitated the
review of the current curriculum that has generated adequate number of professional
pharmaceutical personnel mainly for public health facilities (hospitals in the country). The
establishment of the new School of Health Sciences at the University of Zambia (UNZA) is in-line with
vision of pharmaceutical care development for the country so as to expand on the diversity of skills
knowledge learning.
The training pathway program is still based on bachelor’s degree level and the review was limited to
that level. It is hoped that, the future review should focus on migrating from bachelor degree level to
master degree level so as to match the global trend of training pharmacists.
It is also hoped that the reviewed curriculum in pharmacy training will address the diversity of
practice-based application of learned knowledge and skills by the graduate from the revised training
pathways. At the end of the Programme, the graduate pharmacist must possess knowledge and skills
that will enable him/her to source, formulate and use the chemical therapeutical agents as required
by the patients in an ethical, effective therapeutical patient-individualized way.

ACKNOWLEDGMENT
The Department of Pharmacy at the University of Zambia would like to acknowledge the efforts of
the curriculum development sub-committee that was identified to review the current BPharm
curriculum to the present format and its content.
Acknowledgement also goes to the existing strategic training partners; through the host school
(School of Health Sciences, UNZA) for their respective timely and expert comments provided towards
the curriculum review exercise and production of the draft to its final version as presented for formal
recognition to be part of the operational training programs at the University of Zambia.

1. TITLE OF CURRICULUM
1.1. Curriculum Review for the Bachelor of Pharmacy (BPharm) Degree
2. INTRODUCTION
2.1. Background
2.1.1. Global View on the Past Profile of Pharmacy Training & Practice:
o From the beginning, as remote and simple as these came the proud profession of
Pharmacy, of development that is said to parallel that of a man’s existence
through instinct reactions to the effect of natural existing medicinal agents to
various forms of illnesses; Babylon, jewel of ancient Mesopotamia, often called
the cradle of civilization, provides the earliest known record of practice of the art
of the apothecary. Practitioners of healing of this era (about 2600 B.C.) were
priest, pharmacist and physician, all in one; Chinese Pharmacy through Shen Nung
(about 2000 B.C.); Egyptian pharmaceutical record through "Papyrus Ebers" (1500
B.C.) – art-based knowledge of pharmacy practice.
o Theophrastus (about 300 B.C.), among the greatest early Greek philosophers and
natural scientists, is called the "father of botany; Mithridates VI, King of Pontus
(about 100 B.C.), known toxicology researcher to test poisons and antidotes;
Pedanios Dioscorides made a might transition of drugs trading or vocational use to
science-based evidence (about 100 A.D.); Galen (130-200 A.D.) practiced and
taught both Pharmacy and Medicine in Rome through preparing and compounding
medicines; Twinship of pharmacy and medicine were formalized by Syrian twin
brothers, Damian, the apothecary, and Cosmas, the physician that reined upto 303
A.D.; The Arabs separated the arts of apothecary and physician, establishing in
Bagdad (late 700 A.D.) the first privately owned drug stores - Science-based
knowledge of pharmacy practice.
o During the middle ages remnants of the Western knowledge of Pharmacy and
Medicine were preserved in the monasteries using manuscripts (400 – 1100 A.D.),
Persian, Ibn Sina (about 980-1037 A.D.), pharmacist, poet, physician, philosopher
and diplomat, one of the major contributors to the sciences of Pharmacy and
Medicine during the Arabian era; the Nuovo Receptario (First official
Pharmacopoeia), originally written in Italian, was published and became the legal
standard for the city-state in 1498 A.D.; Young Parisian Apothecary Louis Hébert
answered the call of the New World in 1605 A.D. when he embarked on examining
plant species for their respective drug phytochemicals; Christopher Marshall, an
Irish immigrant, established his apothecary shop in Philadelphia in 1729 A.D; First
man to hold the rank of a commissioned pharmaceutical officer in an American
army was the Bostonian apothecary, Andrew Craigie (1775 – 1777 A.D.);
Sertürnerin 1816 A.D. conducted a new series of bold, startling experiments in his
apothecary shop in Einbeck, Sweden, including a series of physiologic tests on
himself and three young friends. – Drug discovery and medicinal value
evaluation
o The first "United States Pharmacopoeia" (1820 A.D.) was the work of the medical
profession, and later enhanced by group of pharmacists; French pharmacist,
Ernest Francois Auguste Fourneau (1872-1949 A.D.), who for 30 years headed
chemical laboratories applied his innovative research ideas in the development of
new chemical compounds - Formal artistic and scientific knowledge learning
process in pharmacy and medicine
o “Master, Wardens and Society of the Art and Mystery of the Apothecaries of the
City of London" was granted as a charter (1617 A.D.) for formation of the first
organization of pharmacists in the Anglo-Saxon world, First Hospital Pharmacist

was Jonathan Roberts (1752 A.D.); but it was his successor, John Morgan, whose
practice as a hospital pharmacist (1755-56 A.D.), caused legendary positive impact
upon pharmacy profession; February 23, 1821 A.D.; a pre-requisite association
was formed by a group of American pharmacists, which became The Philadelphia
College of Pharmacy; a school of pharmacy; and a self-policing board.; William
Procter, Jr (1837 – 1874 A.D.)., referred to as ‘The Father of American Pharmacy’
through serving and taking the lead participation in various major activities of
pharmacy profession in the USA until his death in 1874, – Establishment of formal
Pharmacy Regulatory Authority
o Research in Pharmacy came into its own in the late 1930's A.D, and early 1940's
A.D.; has grown steadily since, supported by pharmaceutical manufactures,
universities, and government – Pharmaceutical Research
o Pharmaceutical manufacturing as an industry apart from retail Pharmacy had its
beginnings about 1600 A.D.; really got under way in the middle 1700's A.D –
Pharmaceutical Manufacturing Industries
2.1.2. Global View on Present profile & Tomorrow’s Pharmacy Training & Practice:
o The practice of pharmacy has had significantint revolutionary changes as outlined
in section 2.1.1.
o Pharmacy, with its heritage of 50 centuries of service to mankind, has come to be
recognized as one of the great professions. Like Medicine, it has come through
many revolutions, has learned many things, and has had to discard many of its
older ways. Pharmacists are among the community's finest educated people.
When today's retail pharmacist fills a prescription written by a physician, he
provides a professional service incorporating the benefits of the work of
pharmacists in all branches of the profession -education, research, development,
standards, production, and distribution. Pharmacy's professional stature will
continue to grow in the future as this great heritage and tradition of service is
passed on from preceptor to apprentice, from teacher to student, from father to
son.
o The pharmacist’s role has been changed from compounder and dispensing
chemist to one of “drug therapy manager” and his/her role expanded from
pre/para-clinical to clinical aspects, which includes manufacturing, quality control,
drug discovery, regulatory pharmaceuticals, drug dispensing through distribution
to the needy recipients, patient education, patient counseling, hospital/pharmacy
administration and community services3
.
o Hepler and Strand coined the term “pharmaceutical care” in the year 1990. Over
the following few decades, it gained in significance, not only in pharmacy
organizations, but also in every healthcare institution. Pharmaceutical care
embodies a patient-centered, outcomes-oriented practice of pharmacy. This
practice model promoted the pharmacist as a key member of the healthcare team,
with responsibility for the outcomes of medication therapy. Pharmaceutical care
delivered by pharmacists seeks to optimize patient outcomes, and is key to the
effective, rational and safe use of medicines.
o As a result of such significant revolutionary advancements in modern pharmacy,
there is an accompanying revolutionary change in the way pharmacists are being
trained with application of global standard approach, “Seven-Star Pharmacist”,
WHO concept (Care-Giver; Decision-Maker; Communicator; Manager; Life-Long
Learner; Teacher; Leader).

2.1.3. Zambian View on Past Profile in Pharmacy Training & Practice:
o All the pharmacists that were formally engaged to working within Zambia upto
2004 were all trained from abroad or overseas until the first cohort of local
graduates were formally engaged as pharmaceutical practitioners in 2005.
o The earlier mode of training pharmacists (abroad) has since proved not only
expensive but also unsustainable that had led continuously to critical shortage of
pharmacists to undertake vital public and private pharmaceutical services.
o The need for the Department of Pharmacy has been recognized by the
government for a long time as is evidenced by a number of feasibility studies
undertaken by the government through the Ministry of Health, the government
agency which utilizes majority of trained pharmacists (Zambia National Drug
Policy, 1999).
o In fact the Zambia National Drug Policy (ZNDP) of the Ministry of Health launched
on 19th
February 1999, states that “as a matter of urgency the government shall
actively support the development of a pharmacy programme at university level
in order to increase the output of suitably trained pharmacists”.
o The Ministry of Education (MoE), at the time, being responsible for training, had
taken up the challenge to implement the programme at the University of Zambia,
housed under the relevant faculty school (School of Medicine), which, in fact was
in conformity with the Ten Year Programme of Development of the School of
Medicine. To this end, School of Medicine, through the department of
Physiological Sciences constituted an Initiating Curriculum Committee (ICC) to
develop a training program, June, 1999.
o The committee had constituted the appropriate staff from the university through
employment of trained pharmaceutical specialist(s) and co-opting some regular
lecturers from various schools of UNZA and departments at the School of
Medicine.
o The formally engaged pharmaceutical specialist(s) co-ordinated the proceedings
and membership from various stakeholders including the Zambian Pharmaceutical
Society, Pharmacy and Poisons Board at the time, Ministry of Health, Lecturing
staff from Evelyn Hone College and other pharmaceutical private practitioners and
outside consultative collaborations with other international pharmacy training
institutions such as University of Zimbabwe, Nkwame Nkrumah College of Health
Sciences in Ghana, Robert Gordon University, Scotland.
o With such collaborative team work, the first curriculum for localized pharmacists
training in Zambia was formulated and implemented at the University of Zambia in
2001.
o The focus of the training at the time was to urgently give positive response to the
critical need of appropriately qualified pharmaceutical professionals in order to
address the critical requirements at public health institutions (mainly the public
hospitals).
o The ground survey ((Zambia National Drug Policy, 1999) at the time of localizing
the pharmacists’ training reviewed that the patients-pharmacist ratio was based
on the country’s population of about 12 million people against twelve (12)
practicing pharmacists throughout the country. However, the diversity of
pharmacy practice as at the present time was not part of the initial justifications to
localize the training of pharmacists, hence, the highlighted gap for pharmaceutical
trained persons in other practical sectors of pharmacy practice such as industries,
community-based practices, academics etc, was not a priority.

2.1.4. Zambian View on Present-time & Tomorrow Pharmacy Training & Practice:
o Applying the reflective analysis of pharmacists’ training profile in Zambia, it is
noted that, the patients-pharmacists ratio has effectively been improved upon
since a total of 700+ pharmacists have graduated from the initial local program to
date (UNZA records, 2016). However, because of the diversity of training, not all
the learned skills have been utilized, hence still critical needs of pharmaceutical
personnel is prevalent in major sectors of pharmacy industry and other relevant
pharmaceutical practicing fields.
o Pharmacy, being one of the main health professions in its own right and that some
sectors are still in dare need of such professionals, there is need to scale up the
local training ability, accompanied with required professional standards so as to
arm majority of the Zambian people with right and appropriate information on all
the drugs that are socially and medically available on the local market
3. OCCUPATIONAL STANDARDS FOR TRAINED AND PRACTICING PHARMACISTS
o The profession of pharmacy encompasses a wide range of opportunities. Therefore,
the revised design of the training curriculum at UNZA must be based on those
opportunities within the profession. There will be a wide variety of subjects to be
taught and offer graduating students a wide range of career duties and options to
effectively and professionally embark on:
3.1. Description of Key Job Roles for Pharmacists:
The following are some of the job roles but not exhaustively for pharmacists to
perform in expected competent ways:
o Pharmacists play a vital role of providing medicine and information within the health
care service system
o Pharmacists are the Providers of prescribed medicines that are
accompanied with proper and effective message from the point of source,
through the drug-carrier systems to the end-use points (patients).
o Pharmacist bound-duty responsibilities include the following so as to
maximize the effect and patients’ responses to the medication:
 Prepares medications by reviewing and interpreting physician orders;
detecting therapeutic incompatibilities.
 Dispenses medications by compounding, packaging, and labeling
pharmaceuticals.
 Controls medications by monitoring drug therapies; advising interventions.
 Completes pharmacy operational requirements by organizing and directing
technicians' work flow; verifying their preparation and labeling of
pharmaceuticals; verifying order entries, charges, and inspections.
 Provides pharmacological information by answering questions and requests
of health care professionals; counseling patients on drug therapies.
o Pharmacists educate consumers and patients on the use prescriptions and over-the-
counter medications, and provide advice to physicians, nurses, other health
professionals on drugs selection, dosage units, physical and chemical interactions,
both therapeutical and side effects of medications during drug utilization.
o Pharmacists provide expertise knowledge about the composition of drugs,
including their physicochemical design patterns, biological, and physical
properties and their manufacturing process and use.

o Pharmacists Ensure and Assure drug purity, strength during compounding and manufacturing,
theend-usesothatdrugs do not interact in a harmful way.
o Pharmacists are drug experts ultimately concerned about their patients’ health and
wellnesstodothefollowing:
 Develops hospital staff's pharmacological knowledge through primary
participation in clinical programs; training pharmacy staff, students, interns,
externs, residents, and other health care professionals.
 Complies with state and federal drug laws as regulated by the state board of
pharmacy, the drug enforcement administration, and the food and drug
administration by monitoring nursing unit inspections; maintaining records
for controlled substances; removing outdated and damaged drugs from the
pharmacy inventory; supervising the work results of support personnel;
maintaining operational drug registration process; studying existing and new
legislation on medicines’ use; anticipating effective drug legislation; advising
management on needed actions on proper drug utilization.
 Protects patients and fellow health workers through promotion and
adherence of infection-control protocols and others in the use of drugs.
 Maintain safe and clean health working environment by complying with
pharmaceutical procedures, rules, and regulations.
 Maintains pharmacological knowledge by attending educational workshops;
reviewing professional publications; establishing personal networks;
participating in professional societies such as annual general conferences at
national, regional and global levels
 Contributes to pharmaceutical team effort in a complimentary and
supplementary way rather than alternative manner in the process of
accomplishing related results as professionally designed at practicing
pharmaceutical fields such as:
- Hospital pharmacy
- Community pharmacy,
- Industrial pharmacy,
- Pharmacy management and administration pharmacy business,
- Forensic pharmacy,
- Pharmaceutical regulatory authorities and many more.
- Veterinary Compounding Pharmacy
- etc
o In addition the capable and willing Pharmaceutical Graduates will proceed to higher
degrees in pharmacy to become academicians or specialists in various fields of
professional practice.

3.2. Pharmacists’ Practice Responsibilities
The following are some of the practicing responsibilities but not exhaustively for pharmacists
to perform in an expected competent ways:
 Provide Information and Advice regarding the drug interactions, side effects, dosage,
and proper medication storage.
 Review prescriptions to assure accuracy, to ascertain the needed ingredients, and to
evaluate their suitability.
 Maintain Drug-health related Records, such as pharmacy files, patient profiles, charge
system files, inventories, control records for radioactive nuclei, or registries of poisons,
narcotics, or controlled drugs.
 Plan, Implement, or Maintain procedural activities for mixing, packaging, or labeling
pharmaceuticals, according to policy and legal requirements, to ensure quality, security,
and proper disposal through the process of compounding pharmacy.
 Order and Purchase health-related facilities such as pharmaceutical supplies, medical
supplies, or drugs, maintaining stock and storing and handling it properly.
 Compound and Dispense medications as prescribed by doctors and dentists, by
calculating, weighing, measuring, and mixing ingredients, or oversee these activities.
 Assess the identity, strength, or purity of medications.
 Analyze prescribing trends to monitor patient compliance and to prevent excessive
usage or harmful interactions.
 Provide Specialized Services to help patients manage conditions such as diabetes,
asthma, smoking cessation, or high blood pressure.
 Advise Customers on the selection of medication brands, medical equipment, or
healthcare supplies.
 Liaise with Insurance Companies to resolve billing health issues involving medications.
 Refer Patients to other health professionals or agencies when appropriate in terms of
both minor and major disease symptoms.
 Collaborate with other health care professionals to plan, monitor, review, or evaluate
the quality or effectiveness of drugs or drug regimens, providing advice on drug
applications or characteristics.
 Teach Pharmacy and other health Students serving as interns in medicines use on
patients and in the preparation for their graduation and various licensure requirements.
 Manage Pharmacy operations through the participation of hiring or supervising staff,
performing administrative duties, or buying or selling non-pharmaceutical merchandise.
 Offer Health promotion or prevention activities, such as training people to use blood
pressure devices or diabetes monitors with primary dependence on chemical agents.
 Update or troubleshoot pharmacy information databases.
 Formal Work engagements in hospitals or clinics or for Health Management
Organizations (HMOs), dispensing prescriptions, serving as a medical team consultant, or
specializing in specific drug therapy areas, such as oncology or nuclear pharmacotherapy
and others.
 Prepare sterile solutions or infusions for use in surgical procedures, emergency rooms,
or patients' homes.
 Publish educational information for other pharmacists, doctors, or patients to keep
updates of drug chemical utilization as medicines.

3.3. Important Work Activities for practicing Pharmacists
The following are some of the major work activities but not exhaustively for competent
practicing pharmacists in different professional field work fields:
 Updating and Using Relevant Researched Knowledge - Keeping up-to-date technically
and applying new knowledge to any level of a pharmaceutical job through operational
research investigations.
 Interacting With Computer system network – For modern pharmacy practice, use of
computers and computer systems (including hardware and software) to program, write
software, set up functions, enter health-related drug data, or process information is a
pre-requisite to be an effective and relevant to modern-time health practitioner.
 Recipient of drugs and Health-related Information - Observing, receiving, and otherwise
obtaining information from all relevant sources that has direct and indirect effect on
drugs’ utilization or pharmacy practice in general.
 Processing of drugs and Health-related Information - Compiling, coding, categorizing,
calculating, tabulating, auditing, or verifying information or data on drugs’ use as
medicines or pharmaceutical care service provision in general.
 Documenting/Recording drugs and health-related Information - Entering, transcribing,
recording, storing, or maintaining information in written or electronic/magnetic form on
drugs’ use as medicines or pharmaceutical care service provision in general.
 Evaluating drug and health Information to Determine Compliance with Standards -
Using relevant information and individual judgment to determine whether events or
processes comply with laws, regulations, or standards on formal use of drugs for their
respective medicinal values.
 Making decisions and solving drug-health related Problems - Analyzing information and
evaluating results to choose the best solution and solve problems that may accompany
the formal use of drug chemicals as medicines for various recipients.
 Performing for or Working Directly with the Public - Performing for people or dealing
directly with the public through serving customers in pharmaceutical restaurants or
stores, and being primary recipients of all good health-seeking clients or guests.
 Actively participating and assisting in Pharmaceutical Health Caring for Others -
Providing personal assistance, health through pharmaceutical attention, emotional
support, or other personal care to others such as co-workers, customers, or patients.
 Identifying Objects, Actions, and Events - Identifying information by categorizing,
estimating, recognizing differences or similarities, and detecting changes in
circumstances or events during the pharmaceutical care provision to the public.
 Monitor Processes, Materials, or Surroundings - Monitoring and reviewing information
from materials, events, or the environment, to detect or assess problems during the
processing and use of drugs as medicinal agents.
 Interpreting the Meaning of drug-health related Information for Others - Translating or
explaining what information means and how it can be used in relation to all drug
chemicals.
 Communicating with Supervisors, Peers, or Subordinates - Providing information to
supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in
person on all drug-related processing and utility.
 Establishing and Maintaining Interpersonal Relationships - Developing constructive and
cooperative working relationships with others in any pharmaceutical related operational
environment and maintaining them over logical operational time period.
 Provide Pharmaceutical Consultation and Advice to Others - Providing guidance and
expert advice to management or other groups on technical systems, or process-related
topics in various fields of pharmaceutical care service provision.

 Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to
prioritize, organize, and accomplish pharmaceutical care service work.
 Analyzing drug-health related Data or Information - Identifying the underlying
principles, reasons, or facts of information by breaking down information or data into
separate parts.
 Communicating with Persons Outside Organization - Communicating with people
outside the pharmaceutical organization, representing the organization to customers,
the public, government, and other external sources. This information can be exchanged
in person, in writing, or by telephone or e-mail.
 Judging the Qualities of Things, Services, or People - Assessing the value, importance, or
quality of things or people to do with medicines.
 Monitoring and Controlling Resources - Monitoring and controlling resources and
overseeing and providing professional guidance during the spending of money on
national drug budgeting system.
 Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to
subordinates, including setting performance standards and monitoring performance of
all pharmaceutical related good health operations.
 Training and Teaching Others with regard to drug-health related situations - Identifying
the educational needs of others, developing formal educational or training programs or
classes, and teaching or instructing others in relation to drug sourcing, formulations and
utilization as medicinal agents.
 Estimating the Quantifiable Characteristics of Products, Events, or Information -
Estimating sizes, distances, and quantities; or determining time, costs, resources, or
materials needed to perform a work activity in form of pharmaceutical care service
provision to the needy persons.
 Coordinating the Work and Activities of Others - Getting members of a group to work
together to accomplish tasks such as provision of patient care by medical,
pharmaceutical, nursing and biomedical care team membership.
 Inspecting Equipment, Structures, or Material - Inspecting equipment, structures, or
materials to identify the cause of errors or other problems or defects during the
pharmaceutical processing and care service provision.
 Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes,
and resolving grievances and conflicts, or otherwise negotiating with others during the
critical situations for the benefits of patient-care recipients.
 Coaching and Developing Others - Identifying the developmental needs of others and
coaching, mentoring, or otherwise helping others to improve their knowledge or skills for
effective and comprehensive approach to patient caring.
 Thinking Creatively - Developing, designing, or creating new applications, ideas,
relationships, systems, or products, including artistic contributions towards better
pharmaceutical care service provision.
 Developing and Building Teams - Encouraging and building mutual trust, respect, and
cooperation among team members for the benefit of health care recipients.
 Handling and Moving Objects - Using hands and arms in handling, installing, positioning,
and moving materials, and manipulating things rather than using remote control style.
 Developing Objectives and Strategies - Establishing long-range objectives and specifying
the strategies and actions to achieve them.
 Scheduling Work and Activities - Scheduling events, programs, and activities, as well as
the work of others.
 Performing Administrative Activities - Performing day-to-day administrative tasks such
as maintaining information files and processing paperwork during formal work
engagement.

3.4. Work-based Styles required for Professional and Competent Pharmacists’
Practice
The following are some of the work-based styles the competent working pharmacists must
exhibit or demonstrate during work:
 Attention to Detail - Job requires being careful about detail and thorough in completing
work tasks.
 Integrity - Job requires being honest and ethical.
 Dependability - Job requires being reliable, responsible, and dependable, and fulfilling
obligations.
 Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively
during high stress situations.
 Concern for Others - Job requires being sensitive to others' needs and feelings and being
understanding and helpful on the job – state of empathy with other’s health or social
states.
 Self Control - Job requires maintaining composure, keeping emotions in check,
controlling anger, and avoiding aggressive behavior, even in very difficult situations.
 Cooperation - Job requires being pleasant with others on the job and displaying a good-
natured, cooperative attitude.
 Adaptability/Flexibility - Job requires being open to change (positive or negative) and to
considerable variety in the workplace.
 Achievement/Effort - Job requires establishing and maintaining personally challenging
achievement goals and exerting effort toward mastering tasks.
 Initiative - Job requires a willingness to take on responsibilities and challenges.
 Persistence - Job requires persistence in the face of obstacles.
 Social Orientation - Job requires preferring to work with others rather than alone, and
being personally connected with others on the job.
 Leadership - Job requires a willingness to lead, take charge, and offer opinions and
direction.
 Independence - Job requires developing one's own ways of doing things, guiding oneself
with little or no supervision, and depending on oneself but in a cooperative way to get
things done as per desired outcome.
 Analytical Thinking - Job requires analyzing information and using logic to address work-
related issues and problems.
 Innovation - Job requires creativity and alternative thinking to develop new ideas for and
answers to work-related problems.

3.5. Skills Base requirements for Competent Pharmacists’ Practice:
The following are some of the required learned skills from different learning field bases for
pharmacists’ graduates to be competent pharmacists’ practitioners of which major ones
must be technical and the minor ones are non-technical or complimentary in nature
(Analyzing Information, Administering Medication, Judgment, Verbal Communication, Medicines
Health Regulations, Pharmacology, Managing Processes, Legal Compliance, Productivity, Quality
Focus, and Attention to Detail).
 Technical skills (Major):
- Posses comprehensive skills knowledge base of drug chemicals in form of
chemical composition, structure, and properties of substances and of the
chemical processes and transformations that they undergo to preserve the end-
product quality
- Possess skills knowledge about pharmaceutical procedural processing activities
in form of raw materials, production process, dosage design, cost etc.
- Possess comprehensive biological knowledge base to match with medicinal drug
agents being procured, manufactured, and stored just before their respective
pharmacotherapeutical usages as per individual and respective patients’ needs.
- Possess skills knowledge in procurement, manufacturing, storage warehousing
and distributive supplying procedures of drugs taking into considerations the
good practices protocols available.
- Possess skills knowledge about quality standards assurance principles of
pharmaceutical products being procured, manufactured, stored and distributed in
terms of processed quantities, expiry dates etc.
- Possess skills knowledge about quality control and analytical procedural
principles to be able to evaluate and monitor the quality of the products, storage
spaces and the performance of both human and mechanical equipment.
- Possess skills knowledge in forecasting and quantification process of medicinal
substances for national needs requirements.
- Possess skills knowledge in national resource mobilization process from
partners, government and stakeholders
- Possess formal knowledgeable base about quality standards of pharmaceutical
products to match them appropriate with the prevailing storage or warehousing
conditions.
- Possess formal knowledgeable base to be conversant with pharmaceutical
processes and activities with relation to required pharmaceutical and scientific
protocols to practical problems in general
- Possess formal knowledgeable base to be conversant with pharmaceutical
processes and activities with relation to comprehensive mathematical skills
knowledge base to solve pharmaceutical based problems
- Possess formal knowledgeable base with Keen interest in adhering to
pharmaceutical-related professional observation of Standard Operating
Procedures (SOPs).

 Non-technical skills (Complimentary):
- Good communications skills (reading, writing, speaking, active listening and good
understanding of documented operational procedures)
- Ability to manage both human, operational processes & mechanical equipment
resources in a rational and economical way (motivate, monitor, supervise, time
management, instruct appropriately, provide appropriate work orientation,
coordinate, strategize, enhance performance, persuade the human personnel
etc)
- Acceptable Social skills (ethics, positive attitude, responsibility, honesty)
- Teamwork skills, collaborative learning, networking, social and cooperative
workmanship (hard-worker, team worker, team leader, work processes orienteer)
- Thinking skills (complex problem-solving; critical, logical, numerical skills)
- Knowledge navigation (passing and making effective judgements, decisions,
ability to avail detailed attention and be dependable on work procedure all the
time)
- Entrepreneurship (taking initiative, seeing opportunities, designing on-going
learning strategies while working)
- Law binding Professional (Knowledgeable with laws, legal codes, court
procedures, precedents, government regulations, executive orders, agency rules,
and the democratic political tendencies)
- Be able to provide leadership during the work activities (objectively, positive
achievement etc)
- Having Digital literacy (e-library, e-journals, e-literature reviews, e-learning
systems etc).

3.6. Learning Knowledge base required for Competent Pharmacists’
Practice:
The following are some of the required knowledge base of different learning field for
pharmacists’ graduates to be competent pharmacists’ practitioners of which core ones must
be technical and the complimentary ones are non-technical in nature.
 Technical knowledge (Major):
- Gain skilful knowledge base of drug chemicals in relation to composition,
structure, and properties of substances and of the chemical processes and
transformations that they undergo to preserve the end-product quality.
- Gain skilful knowledge of pharmaceutical products in relation to pharmaceutical
raw materials, production process, dosage design, cost etc.
- Gain skilful and biological knowledge base to match with medicinal drug agents
being procured, manufactured, and stored just before their respective
pharmacotherapeutical usages as per individual and respective patients’ needs.
- Gain skilful knowledge in procurement, manufacturing, storage warehousing
and distributive supplying procedures of drugs taking into considerations the
good practices protocols available.
- Gain skilful knowledge about quality standards assurance principles of
pharmaceutical products being procured, manufactured, stored and distributed in
terms of processed quantities, expiry dates etc.
- Gain skilful knowledge about quality control and analytical procedural principles
to be able to evaluate and monitor the quality of the products, storage spaces and
the performance of both human and mechanical equipment.
- Gain skilful knowledge about quality standards of pharmaceutical products to
match them appropriately with the prevailing storage or warehousing conditions.
- Gain skilful knowledge in forecasting and quantification of medicinal substances
for national needs requirements.
- Gain skilful knowledge in national resource mobilization from partners,
government and stakeholders
- Gain skilful and formal knowledgeable base about quality standards of
pharmaceutical products to match them appropriate with the prevailing storage
or warehousing conditions.
- Gain skilful and formal knowledgeable base to be conversant with
pharmaceutical processes and activities with relation to required pharmaceutical
and scientific protocols to practical problems in general
- Gain skilful and formal knowledgeable base to be conversant with
pharmaceutical processes and activities with relation to comprehensive
mathematical skills knowledge base to solve pharmaceutical based problems
- Gain skilful and formal knowledgeable base with Keen interest in adhering to
pharmaceutical-related professional observation of Standard Operating
Procedures (SOPs).

 Non-technical knowledge (Complimentary):
- Gain skilful knowledge in good communications (reading, writing, speaking,
reading, active listening and good understanding of documented working
procedures)
- Gain skilful knowledge with the ability to manage both human, operational
processes & mechanical equipment resources in a rational and economical way
(motivate, monitor, supervise, time management, instruct appropriately, provide
appropriate work orientation, coordinate, strategize, enhance performance,
persuade the human personnel etc)
- Gain skilful knowledge in social activities (ethics, positive attitude, responsibility,
honesty)
- Gain skilful knowledge in the way of operational strategies (problem-solving;
critical, logical, numerical skills)
- Gain skilful Knowledgeable base in entrepreneurship (taking initiative, seeing
opportunities, designing on-going learning strategies while working)
- Gain skilful knowledge in teamwork skills, collaborative learning, networking,
social and cooperative workmanship (hard-worker, team worker, team leader,
work processes orienteer)
- Gain skilful knowledge in thinking skills (complex problem-solving; critical,
logical, numerical skills)
- Gain skilful knowledgeable base in Knowledge navigation (passing and making
effective judgements, decisions, ability to avail detailed attention and be
dependable on work procedure all the time)
- Gain skilful knowledge in Law-binding Professional (Knowledgeable with laws,
legal codes, court procedures, precedents, government regulations, executive
orders, agency rules, and the democratic political tendencies)
- Gain skilful knowledgeable base in the provision of leadership during the work
activities (objectively, positive achievement etc)
- Gain skilful knowledge in Digital literacy (e-library, e-journals, e-literature
reviews, e-learning systems etc).

4. VISION OF THE PHARMACY DEGREE PROGRAMME:
 The University of Zambia is committed to develop and improve on the professional aspect of
pharmacy degree programme that will compliment and improve on the generation of well-
trained and equipped with appropriate pharmaceutical knowledge and skills that are critical
to both public and individual health needs of Zambian people.
 This is in line with Zambian government’s vision to provide and actively support the
development of pharmacy for the country in order to provide the pharmaceutical care
services with appropriately trained personnel. This is Bachelor of Pharmacy (BPharm.) degree
as an undergraduate degree.
 The progression of training in pharmacy after the undergraduate degree may follow the
following: Post-graduate diploma (Post Dip. Pharmacy), Master of Sciences (M.Sc.) or Master
of Clinical Pharmacy (either taught or by research), Philosophy (M.Phil.) and Doctor of
philosophy (PhD) in pharmacy. For the future developments, revision of the bachelor’s
degree may consider changing to Doctor of Pharmacy (PharmD - doctorate degree
certification for pharmacists training)
 Therefore, the vision of any pharmacy training programme can be framed with focus to
“Provide Quality, Standard, Excellent and Professional-based Pharmaceutical Education,
Training & Research with a Mission to generate professionally competent pharmaceutical
practitioners”.
 The Vision of the pharmacy programme at the University of Zambia is to be a National &
Regional Leader in “Providing Quality, Standard, Excellent and Professional-based
Pharmaceutical Education, Training & Research with a Mission to generate professionally
competent pharmaceutical practitioners by 2030”.
5. MISSION STATEMENT FOR UNZA PHARMACY PROGRAMME:
 The Mission of the pharmacy programme in the University of Zambia is therefore the
“Provision of Quality Standards & Excellence in Pharmaceutical Tertiary Education, Training
& Research” in pharmacy in order to address the current and emerging developmental
challenges to correspondingly and positively respond to immediate and long-term
pharmaceutical care needs.
6. PHILOSOPHICAL CONCEPT OF PHARMACY EDUCATIONAL TRAINING
PROGRAMME:
 The philosophy of the programme is based on outline as stated in the background section
above which has continuously blended foundational-regarded philosophical ideas into the
current innovative approaches.
 Generally, the tilt is towards innovative approach that is moving from science-based
education in pharmacy to patient-centered learning approach.
 Integration of academic and practice-based is the current modern educational system being
practiced globally to train and graduate future competent pharmaceutical practitioners.
 Systematic learning process, such as thematic approach to delivery of lectures, will also
enhance coordination of conceptual knowledge by the learner, whilst encouraging inter-
professional collaboration among the lecturers.
 This approach is a real world trend aimed at improved multidisciplinary work relationships in
both vertical and horizontal approach in terms of the information knowledge being
generated.
 The philosophy further recognizes the importance of interactive approach at the interface of
the client, pharmacist, and other core-related healthcare providers, thereby making a
positive contribution to the status of the profession and healthcare service in the country –
this is the current global trend.

7. AIMS OF THE DEGREE PROGRAMME:
Program Aims: Generic requirements for a degree training program are to channel out
graduates with the following characteristics or qualifications:
 To encalculate into pharmacy graduates with a sense of moral character and personal
discipline towards creative and critical thinking.
 To foster the pharmacy graduates towards the broadened and advanced levels of
pharmaceutical sciences, technological, economical, creativity, social, and other levels or
range of knowledge of the profession.
 To put out pharmacy graduates that must promote respect for human rights to health life
with regard to drug usage through adherence to ethical and spiritual values for honesty
outlook and behaviour
 To put out pharmacy graduates that must possess both general and some specific
pharmaceutical knowledge and demonstrate such in their fields of pharmacy practice.
 To contribute towards high quality regulatory, clinical, analytical and technological services
within the laws and code of conduct (ethics) pertaining to the practice of pharmacy;
 To generate pharmacy graduates with ability to solve scientific and social problems and
make novel decisions in their professional career by employing open minded, and cross-
disciplinary approach in drug formulation, preparation, control and use; logically and laterally
think rather than simply apply standard techniques and procedures
 To generate pharmacy graduates with potential to effectively communicate with colleagues,
other professions, suppliers, patients, clients and the community - the training graduate
should be able to write, speak, read, listen, computer literate, and acquire and use data to
convey, critic and share their technical expertise.
 To generate pharmacy graduates with potential to provide or participate effectively in
healthcare service of multidisciplinary vocation - where the pharmacist finds him/herself in
such an environment he/she should be able to assume leadership and accept to be lead with
compassion and empathy for the societal welfare;
 To generate pharmacy graduates with potential as pharmaceutical care providers whose
ability is to manage the necessary requisites of pharmacotherapy and these include human
resources, financial, infrastructure, public health commodities, (pharmaceuticals, vaccines,
medical equipment and supplies).
 To generate pharmacy graduates from the training program that focuses at developing
multipurpose knowledge and skills necessary advice on various aspects of medicines’ use and
treatment outcomes.
 To generate pharmacy graduates with pharmaceutical education and training so as to gain
knowledge, skills and behavioural characteristics that are applicable to health team work.
 To provide a platform for lifelong learning with a propensity for continuing in
pharmaceutical education - the profession of pharmacy practice is a dynamic science
requiring lifelong continuous learning, one should be prepared to invest time in the
maintenance and further development of his / her own knowledge and skills, over and above
the pursuit of higher professional qualification.
 In summary, the program is being revised to be able to graduate trainees of high quality
caliber of performance, required ability, required highest principles of morality, ethical and
legal conduct, integrity, honest and truthful pharmacists that must demonstrate the
knowledge, attitudes, skills, competencies, teamwork abilities and professionalism
within the professional profile to address the current and emerging pharmaceutical
care needs.

8. DEGREE PROGRAMME OBJECTIVES:
The objectives of the degree programme are to produce a graduate who will have the following
attributes and skills on entry as a pharmacist:
 Organize and control the manufacturing, compounding and packaging of pharmaceutical
products - The outcome of this objective is to produce a graduate who is able to:
 Plan the manufacturing process
 Organise the synthesis of or isolation of drugs
 Plan and formulate drugs which will have the intended pharmaceutical outcomes
 Ensure quality assurance for pharmaceutical products
 Prepare extemporaneous preparations
 Plan, direct and control pharmaceutical outcomes
 Be aware of the cost and pricing of pharmaceutical products for the benefit of the
patient as the focal prime point to the profession
 Use information technology to access, retrieve, analyze and report health, social and
industrial science literature and data information.
 Pharmaceutical Supply Management - The outcome of this objective is to produce a
graduate who is able to:
 Plan, direct and control pharmaceutical outcomes
 Organise and control the procurement and receipt of pharmaceutical materials and
products.
 Store and inventory control of the pharmaceutical and medical stocks
 Organize and distribute pharmaceutical materials and products rationally
 Lead and participate in team work health service activities
 Teach colleagues and other health professionals with principles of pharmaceutical care
provision
 Dispense and ensure the optimal use of medicines prescribed to the patient - The outcome
of this objective is to produce a graduate who is able to:
 Read and evaluate a prescription for comprehensive patient care attention
 Communicate effectively with the Prescribers
 Obtain patient profile those talks positively towards medical ethics
 Interpret the prescription rationally
 Verify prescription with patient to ensure the optimum and rational use of the medicines
 Implement a pharmaceutical care plan
 Prepare the prescription in terms of dispensing the medicines as prescribed
 Provide drugs, instructions and advice on the use of the prescribed medicines
 Counsel patients to encourage concordance with the recommended therapy regimes
 Maintain records of pharmacotherapy
 Monitor the drug therapy
 Participate in the training of pharmacist’s assistants (pharmacists’ interns, pharmtechs &
drug dispensers) in achieving the service capabilities as mentioned above.
 Provide pharmacists initiated care to the patient and ensure the optimum use of the
medicine - The outcome of this objective is to provide a graduate who is able to:
 Determine the reason(s) as requested for the service
 Provide the requested information to the patients
 Provide and advise on the appropriate and safe use of products where requested
 Elicit patient history appropriate for the individualised pharmaceutical care provision
 Refer patient to other health care professions where appropriate (minor & major disease
symptoms)Identify patient signs and symptoms (minor & major disease
 symptoms)Devise and implement an appropriate pharmaceutical care plan in
consultation with patient
 Monitor, evaluate and adjust care plan as deemed appropriate

 Describe the way the different health, social and industrial science disciplines address
relevant persons’ issues.
 Understand and articulate the ways in which the different health and social science
disciplines reflect health, social and industrial science reality, identify similarities and
differences among the relevant science disciplines with bias to the use of drugs.
 Assist in the training of pharmacist’s assistants (pharmacists’ interns, pharmtechs & drug
dispensers) in providing pharmacist initiated care to the patient and ensuring the
optimum use of the medicines
 Provide Information and education of health care and medicine - The outcome of this
objective is to provide graduate who is able to:
 Monitor, evaluate and adjust care plan as deemed appropriate
 Provide information on request
 Initiate and/or participate in the provision of health care education and information on
the public and health care professions
 Interpret scientific information to provide basis for rational drug use
 Assist in the training of pharmacist’s assistants (pharmacists’ interns, pharmtechs & drug
dispensers) in the provision of information and educational health care and medicine.
 Communicate competently and effectively the health, social and industrial science
concepts and terminologies in terms of effective delivery of desirable pharmaceutical
care service to all the expectants.
 Provide and Promote community health and related information and advice - The outcome
of this objective is to provide a graduate who is able to:
 Disseminate drug information to other health care professionals and the public
 Provide appropriate drug information to other participants in the manufacturing
industry
 Gather and organize data and information pertinent to specific patients under their care,
 Able to communicate with patients, colleagues and other health professionals,
 Communicate with other citizens about national health grid
 Understand the basic fundamentals of multiculturalism, global perspectives and the
contributions of minority and other under-represented populations to a diverse
workforce in relation to equity and accessibility of health and social rights.
 Have a board of knowledge, confidence, attitudes and skills to read, listen and speak in an
effective manner - The outcome of this objective is to provide a graduate with:
 Ability to communicate with other citizens about national health grid
 Ability to adequately deal with dissents in terms of medications
 Ability to disagree articulately and persuasively regarding patients therapeutic plans
 Ability to collaborate with patients and other health professionals
 Ability to advise and seek advice for other pharmacists and health professionals
 Participate in research to ensure the optimal use of medicine - The outcome of this
objective is to produce a graduate who should be:
 Always a learner, have skills to learn from problem solving experiences
 Able to use the health related professional and disciplinary literature as a means of
acquiring a continuing flow of new knowledge
 To have a desire for scholarly concern for improvement and must recognize the need to
increase their knowledge to advance the profession through systematic, cumulative
research on problems of theory and practice
 Able to have the spirit of inquiry, critical analysis and logical thinking
 Able to have the spirit of intellectual inquiry and curiosity and motivation for learning
and equip students to learn throughout their professional lives
 Able to lead others in problem solving

 Understand, interpret, articulate, and apply basic health, advanced health, social and
industrial science research and theory for policy implications and formulations.
 Understand and use analytical and research methods of different health, social and
industrial science disciplines that relate to understanding health reality or social issues.
 Understand and articulate the ways in which the pharmaceutical knowledge is advancing
in relation to modern health, social and industrial science reality identify similarities and
differences among the relevant science disciplines.
 Critically provide scientific analysis of health, social and industrial science issues within
larger historical and global contexts.
 Synthesize concepts and research methods from different health and social science
disciplines and apply these to particular health conditions, social issues and industrial
sector development.
9. VALUES OF THE DEGREE PROGRAMME:
 The value statement to guide and govern the behaviour and conduct of staff and students in
the performance of their duties is as follows: “We will achieve our vision with:
professionalism, integrity, excellence, innovation, equity, accountability, transparency, and
stakeholder involvement”.
 Through this value statement, PHARMACY PROGRAM’S resource staff and students will now
endeavour to exhibit and conduct themselves in a manner that is beyond reproach at all
times, especially when dealing with existing and potential clients.
 Program Goals: The goals of Health Science related degree training program, including
pharmacy is to provide the learner with:
 Health, Social, Public and Industrial science theoretical perspectives in a logical and
professional way
 Skills in data collection, evaluation, and analysis; oral and written presentation of data;
and problem-solving.
 A solid knowledge base in health, social and industrial science and respective historical
backgrounds
 The ability to apply critical thinking and analytic skills to creatively solve practical
problems in social, economical and political arenas in a systematic and scientific way
 Strong leadership and interpersonal skills needed for an increasingly diverse and
changing comprehensive health workforce in general and pharmaceutical workforce in
particular.
10. CAPACITY OF THE SCHOOL OF HEALTH SCIENCES TO HOST THE PHARMACY
PROGRAM IN THE INTERIM
 The mission of the professional training program, as from the beginning at UNZA, was to
basically train the health personnel as a complimentary towards the country’s health sector.
Hence to host pharmacy training in the School of Health Sciences would also be appropriate
university unit in the interim with a long-term vision of forming a separate Faculty of
Pharmacy training at UNZA.
 Since the initial academic staffs for pharmacy was significantly thin, over the time, there is
now adequate pool of personnel that can effectively participate in the revised stages of
pharmacy training (anatomy, physiology, biochemistry, pathology & Microbiology and
chemistry). Where the staffs are absent, academic staff from other training institutional
academies will continue to be engaged on either part-time or full-time basis.
 At the same time, the co-coordinating team of the revised curriculum contents will embark
on continued development of the relevant units in pharmacy training program and through
the identification and recruitment of other relevant staff members for the department such
as honorary and part-time teaching staff.

 As part of the strategic plan, the initial stages of the program was to respond to the national
requirements of pharmaceutical persons with an aim of training the same for professional
requirements as a way of staff development for future operations of the program.
11. ENTRY REQUIREMENTS
 The course will be open to those with qualifications which satisfy the general University of
Zambia (UNZA) requirements from either of the two categories:
 School Leavers:
 Those applicants with 5 ‘O’ level passes or any relevant primary undergraduate
qualifications and four (4) ‘A’ levels passes including pure or combined sciences and
mathematics
 From UNZA, Main campus, after One year of study in the School of Natural Sciences
or any equivalent.
 Maximum of 40 students will be admitted to the Second Year level of the
programme each year, and this will also include suitably qualified students from
other countries.
 Non-School Leavers:
 Diploma holders in Pharmacy Technology shall be eligible for the training programme
after meeting the selection criteria as determined by the University of Zambia
selection system.
 Maximum of 20 in-service students will be admitted to the Third Year level of the
programme.
 It should also be noted that the intake targets will be matched with adequate availability
practice-based training space attachments and machinery equipment for practical
demonstrations with an aim to provide the necessary range of practical experience for the
students in all the years of the programme.
12. DURATION OF TRAINING
 The training program will be full-time of five (5) years duration after satisfaction of the
preliminaries as outlined in the entry requirements section and in Table 1 below:
a) Four years period in the faculty of pharmacy at UNZA for standard entry qualification
requirements
b) Three year period in the faculty of pharmacy at UNZA with approved diploma
qualification in pharmacy as an alternative entry qualification requirements
 Each Academic year operates on the following details:
a) Each academic year running within official period (September to July of each year) with
the exemptions of the following:
 Two days of each weekend (Saturday & Sunday) – 104 days in a year
 Thirty days of official academic break as per UNZA conditions – 30 days in a year
b) Each academic year running within official period (September to July of each year) has
Seventeen (17) days of public holidays in a year as stated below:
 New Year’s Day & Holiday (1
st
& 2
nd
January) – 2 days in a year
 Women’s & Youth days (8th
, 12th
& 13th
March) - 3 days in a year
 Christians’ Dedicated days (Good Friday-14th
April; Holy Sabbath-15th
April; Easter Sunday-
16th
April; Easter Monday-17th
April) - 4 days in a year
 Social Holidays (Labour & African Freedom day-1st
& 25th
May) – 2 days in a year
 Social Holidays (Heroes’ & Unit day-3
rd
& 4
th
July) – 2 days in a year
 Domestic Holidays (Farmers & National day of Prayer-7th
August; 18th
October) – 2 days in a year
 Independence Day (24th
October) – 1 day in a year
 Christmas Day (25th
December) – 1 day in a year

13. PRACTICE-BASED TRAINING SITES
 The practicum-based strategical partnership in any pharmacy training program both
nationally and globally have been based on identified strategic partners.
 Hence for UNZA, the identified list as contained in Appendix 11 will be engaged with points
of emphasis on the following pharmaceutical service provision:
 Academic-based Pharmacy Practice – Training & Research Institutions so as to Demonstrate
same national and global standards requirements in training and graduating pharmaceutical
personnel that are reliable and competent pharmaceutical care service practitioners
 Community-based Pharmacy Practice (Complimenting Public Health Pharmacy) – Retail
Pharmacies & Self-medication monitoring NGOs agencies so as to Demonstrate reliable first-
point of contact, symptomatic responses to patients and Good Dispensing Practices (GDPs) in
process of pharmaceutical care service provision
 Industrial-based Pharmacy Practice – Pharmaceutical Compounding, Manufacturing & Quality
Control procedures so as to Demonstrate the Good Manufacturing Practices (GMPs) and
Quality Control principles (QC)
 Hospital-based Pharmacy Practice – Tertiary, General and 1st
Level Hospitals in the
country and region so as to Demonstrate the Good Dispensing Practices and Good Clinical
Practical principles
14. GENERAL AND SPECIFIC REGULATIONS FOR THE PROGRAMME
 These regulations should be read in conjunction with the general institutional regulations for
the BPharm degree requirements at University of Zambia.
 General Provisions: Globally and regionally, the candidates are eligible for admission to the
program of pharmacy training programs with the following preliminary requirements:
 At least 5 ‘O’ level passes including English, Mathematics and sciences (human-based,
veterinary-based or agricultural-based sciences) either in combination or pure forms, and
 At least 3 ‘A’ level passes with at least ‘C’ including biology, chemistry or appropriate
combinations and mathematics.
Note: Preferably, passes in Chemistry and Biology at ‘A’ level is a must and mathematics and
English may not be a pass or not done, but should be presented or indicated as good pass at ‘O’
level for consideration into the pharmacy degree program.
 Submission of the Applications:
 On the official form obtainable from the academic office, Registrar’s Office
 Adherence to the closing date as advertised by the institution through the Registrar’s
office
 Late applications will be treated in accordance to the general regulations of the
university
 Registration:
 Before admission into the pharmacy program at any corresponding university including
UNZA, the students are expected to complete their registration formalities with
academic office as per model at UNZA
 The registration is complete with full conformity with financial obligations for
administrative process.
 Admission Regulations to Pharmacy Program:
 This will follow the general regulations for admission into any of the university programs
as given in Table 1
 Those that become registered trainees will be expected to be in attendance in all
learning sessions for the program
 Any absence from any prescribed learning session will be expected to attract academic
penalties and be explained fully by the individual affected trainee.

 Any abstinence from prescribed learning sessions other than health reason will be
expected to be granted with prior permission by the relevant Dean through the relevant
departmental heard for pharmacy training program.
 Registered names for the pharmacy students will not be altered without the approval of
the university senate through the Registrar’s office.
 For progression, the trainees are expected to pass the assessment process before
achieving the next stage of training as rated in Table 2.
15. REASONS FOR BPHARM CURRICULUM REVIEW
 While any review of the existing curriculum may be driven by many reasons, each event may
have its own specific objectives such as the following for this particular exercise:
 As a requirement by the University of Zambia operational standards – Any program
offered by UNZA is expected to undergo regular reviews as a way of reviewing excellent
performance for the expected graduate output (every after five years of each running
curriculum). The first moderative work of 2011 undertaken on the BPharm curriculum
was to re-align its contents from semester to termly systems of the academic years.
 Technology & Knowledge base changes – Pharmacy like any other professional lines of
operations is expected to evolve with time in terms of technology and knowledge skills
and the curriculum review process is meant to update the training orientation to the
present expectations. Unlike in the early days of pharmacy training that was science-
based, the present-time training is patient-centred approach with new technological
knowledge – hence the review is expected to highlight the principles of individualized
patient management training pathways.
 Changes or modifications of training ground or base – The training ground or base that
was used in earlier stages of pharmacy training may not remain the same over a period
of time – hence the review is expected to highlight the principle changes or modification
of the training base so as to re-align such a training to suit the present training base.
 New priorities and change of learning and teaching systems – Pharmacy is not an
exception in such professional developments. Pharmacy practice has proved to be
significantly diverse in its application – hence the review is expected to highlight such
practical diversities with professional priorities to match the present-time operational
systems.
16. REVIEWED CURRICULUM STRUCTURE
 The Bachelor of Pharmacy is a full-time degree programme delivered over a period of four (4)
years with preliminary period to equip the potential students of pharmacy training with
fundamental knowledge in pharmaceutical education framework. Overall, the courses offered in
the programme are intended to equip the graduate with essential pharmaceutical knowledge,
skills, attitude and professionalism, fundamental and essential competencies for pharmaceutical
care delivery as a Pharmacist. This has been done by underscoring the following key conceptual
stages:
 Stage 1 - Drug Sourcing through Discovery & Verification Process
Overview:
 Matching the health outlook with daily and social activities in terms of what people
eat, regard as medicines etc
 Chemical usage information
 Structured research procedural techniques
 Miscellaneous activities related to individual chemical interactions

Related Knowledge Learning Bases:
 Pharmaceutical and Medicinal Chemistry of Conventional & Non-conventional Drug
Agents
 Pharmaceutical Chemistry and Pharmacognosy of Synthetic & Natural Sourced-
products
 Stage 2 - Drug Selection, Compounding, Manufacture and Delivery Process
Overview:
 What drug works and how it should be delivered with its effectiveness for the
indicated condition
 Who should be administered with which drug dosage form
 Essential needs for therapeutical drug agents as normal life requirements
 How systems work in response to the pharmacological effects of such drug entities
to target such active body sites
 Rationalities in the use and distribution of drug carrier products to the needy people
and within the individual body system
 Pharmaceutical Sciences
 Pharmaceutics and Drug Design
 Industrial Physical Pharmacy, Pharmacosmetical Sciences, pharmanutriceutical
Sciences
 Pharmaceutical Commodity Trade & Supply Chain Management
 Stage 3 - Drug Administration for both Pharmaceutical and Clinical use
Overview:
 How medicines work
 How people work
 Core and transferable competencies & skills
 Attitudes and values
 Industrial and Clinical Drug Development and use
 Clinical, Hospital, and Managed Care Pharmacy
 Pharmacy Practice
 Pharmacoeconomics/Pharmaceutical Economics:
 Pharmacy Administration and Pharmacy Policy and Regulatory Affairs
 Dependant on the Vocational Standards of pharmaceutical trained persons as outlined above,
the indicative knowledge base for pharmaceutical education is further sub-staged into core and
complimentary components of pharmaceutical knowledge and skills learning:
 Core related knowledge learning base – this is internalized knowledge content with
cohesiveness knowledge structure, favouring the domain of pharmaceutical skilful
knowledge-generating training programs
 Complimentary related knowledge learning base – this is also an internalized knowledge
content with supportive knowledge structure, enhancing and enriching the domain of
pharmaceutical skilful knowledge-generating training programs.

 Pharmacists:
Core-related knowledge learning base (Full-courses):
 Pharmaceutical and Medicinal Chemistry of Conventional & Non-conventional Drug
Agents
 Pharmaceutical Chemistry and Pharmacognosy of Synthetic & Natural Sourced-
products
 Pharmaceutics and Drug Design
 Industrial and Clinical Drug Development and Therapeutical Uses
 Clinical, Hospital, and Managed Care Pharmacy
 Pharmacy Practice
Complimentary-related knowledge learning base (Half-courses):
 Pharmaceutical Commodity Trade & Supply Chain Management
 Pharmacoeconomics/Pharmaceutical Economics
 Pharmacy Administration and Pharmacy Policy and Regulatory Affairs
 Pharmaceutical Sciences
 Industrial Physical Pharmacy, Pharmacosmetical Sciences, pharmanutriceutical
Sciences
 The Second year of the training program has traditionally been designed to gradually
introduce the trainees’ initial stages of training process, mainly the basic science
components of pharmaceutical education system. The courses involved at this stage
include the following but not exhaustively:
 Basic Pharmaceutical Chemistry
 Basic Biochemistry
 Metabolic Biochemistry
 Physical Pharmacy
 Comparative Anatomy between human and livestock animals
 Comparative Physiology between human and livestock animals
 Molecular Cell biology
 Pharmaceutical Microbiology
 Behavioral Sciences
 Social Sciences
 Computer science and technology
 Information Management systems
 In the Third year of the programme, the student is taught courses that are meant to
introduce them to the fundamental knowledge of pharmaceutical education mainly in
Dosage Form Design & Manufacture; Sources & Chemistry of Drugs; Scientific basis of
Therapeutics; and Pharmacy Practice. The courses involved at this stage include the
following but not exhaustively:
 Basic Pharmacognosy
 Pharmaceutical Mathematics
 Basic Statistics
 Radiopharmacy
 Basic Pharmacology
 Pathology
 Basics of Pharmacy Practice
 Pharmaceutical Analysis
 Quality Control
 Pharmacovigilance

 In the Fourth year of the programme, the students are taught courses to further skills
knowledge in Dosage Form Design & Manufacture; Sources & Chemistry of Drugs;
Scientific basis of Therapeutics; and Pharmacy Practice. At this stage, students are
gradually transited from learned scientific and social knowledge to its operational and
procedural applications. The course topics involved at this stage include the following
but not exhaustively:
 Medicinal Chemistry
 Biopharmacy
 Clinical Pharmacology
 Toxicology
 Business
 Entrepreneurship
 Pharmacoeconomics
 Professional Pharmacy Practice
 Clinical Pharmacognosy
 Nutriceutics
 Research Methodology,
 Epidemiology
 Biostatistics
 Pharmacosmetics
 The Fifth year of the programme focus on student-centered learning which will include:
clinical rotations, industrial & community placements, seminars and research projects.
The courses involved at this stage include the following but not exhaustively:
 Clinical Pharmacy
 Pharmacotherapeutics
 Leadership
 Management
 Governance
 Pharmaceutical Technology
 Biotechnology
 Pharmaceutical Engineering
 Community Pharmacy
 Hospital Pharmacy
 Veterinary Compounding Pharmacy
 Industrial Pharmacy
 Final Year Research Project Protocols
 Pharmaceutical Supply Chain Management)
 The merit of the multidisciplinary approach of the pharmacy programme as outlined
above, allows the graduate diversity, innovativeness and flexibility to practice effectively
and specialize in various pharmaceutical and leadership roles in the national health
system and on the global market.

17. CURRICULUM ROAD MAPPING
 Curriculum mapping is the process indexing or diagramming a curriculum to identify
and address academic gaps, redundancies, and misalignments for purposes of improving
the overall coherence of a course of study and by extension, its effectiveness (a
curriculum, in the sense that the term is typically used by educators, encompasses
everything that teachers teach to students in a school or course, including the
instructional materials and techniques they use).
 In most cases, curriculum mapping refers to the alignment of learning standards and
teaching—i.e., how well and to what extent a program hosting school has aligned the
learning contents that students are actually taught with the academic expectations
described in learning standards. However, it may also refer to the mapping and
alignment of all the many elements that are entailed in educating students,
including assessments, textbooks, assignments, lessons, and instructional techniques.
 Generally speaking, road mapping of a curriculum to produce a coherent
curriculum with the following required standards:
 well organized and purposefully designed to facilitate learning,
 free of academic gaps and needless repetitions,
 aligned across lessons, courses, subject areas, and grade levels
 In mapping a curriculum, it is a process ensuring that what students are actually taught matches
the academic expectations in a particular subject area or grade level – hence producing
competent pharmacists

Table 1: THE COURSES MAPPING FOR BPHARM (5 YEARS) TRAINING PROGRAMME
YEAR OF
STUDY
PRELIMINARY QUALIFICATIONS
YEAR 1
‘O’ level Qualifications
- Five (5) ‘O’ level minimum credit (grade 6 and better) passes or any relevant high school score points,
including English, Mathematics, Pure or combined sciences (biology, chemistry, physics, vet sciences, agro
sciences) and
‘A’ level or Equivalents
- Four (4) ‘A’ levels passes including pure or combined sciences and mathematics; or
- From UNZA, Main Campus, after One year of study in the School of Natural Sciences or
- For Holders of diploma certificate in Pharmacy Technology from recognized institution or
- From any other recommended training institution, nationally, regionally and globally.
IN-PROCESS QUALIFICATIONS
YEAR 2
Basic Pharmaceutical Chemistry PMY 2010 Full Course
Basic & Metabolic Biochemistry PMY 2020 Full Course
General Pharmaceutics PMY 2110 Full Course
Comparative Anatomy & Physiology PMY 2210 Full Course
Molecular Cell biology & Microbiology PMY 2220 Full Course
Computer & Social Sciences PMY 2335 Half Course
YEAR 3
Basic Pharmacognosy PMY 3010 Full Course
Pharmaceutical Chemistry & Analysis PMY 3014 Full Course
Radiopharmaceutics PMY 3120 Full Course
Basic Pharmacology PMY 3210 Full Course
Pathology PMY 3220 Full Course
Basic Pharmacy Practice PMY 3315 Half Course
YEAR 4
Medicinal Chemistry PMY 4015 Half-Course
Biopharmacy PMY 4110 Full Course
Clinical Pharmacognosy & Nutriceutics PMY 4124 Full Course
Pharmacotherapy, Toxicology & Pharmacovigilance PMY 4220 Full Course
Business, Entrepreneurship & Pharmacoeconomics PMY 4315 Half-Course
Professional Pharmacy Practice & Pharmaceutical Supply Chain Management PMY 4320 Full Course
Research Methodology, Epidemiology & Biostatistics PMY 4415 Hal-Course
YEAR 5
Industrial & Veterinary Pharmacy PMY 5114 Full Course
Hospital & Clinical Pharmacy PMY 5314 Full Course
Public Health & Community Pharmacy PMY 5324 Full Course
Leadership, Management & Governance PMY 5340 Full Course
Research Project PMY 5424 Full Course
Key:
Example: PMY 3120, where:
 PMY is the three alpha – character grouping identifying the department in which the course is offered, PMY is for
Department of Pharmacy within School of Health Sciences
 3120 are figurative numbers that are part of the coding system for the identification of each training course in terms of:
 Year or Level of study (3)
[1 for full 1st
year; 2 for full 2nd
year; 3 for full 3rd
year; 4 for full 4th
year and 5 for full 5th
year for BPharm]
 Subject or Field Area of study (1)
[0 for Sources & Chemistry of Drugs; 1 for Drug Dosage-form Design & Formulation; 2 for Scientific Basis of
Pharmacotherapy; 3 for Basis of Pharmacy Practice and 4 for Scientific & Operational Research Development]
 Instance times of offering the serial course within the year of study (2)
[1 for 1st
Time in the year of the same area of study; 2 for 2nd
Time in the year of the same area of study; 3 for 3rd
Time in the year of the same area of study; and 4 for 4th
Time in the year of the same area of study]
 Time and duration when a course is offered (0)
[0 for full-year courses; 4 for full-year courses with practice-based learning; 5 for half-year course]

FIGURE 1: DIAGRAM FOR CURRICULUM ROAD MAP & EXPECTED OUTCOME
OF BPharm DEGREE
 Graduated Pharmacy Student is required to meet the HPCZ conditions for Qualified Pharmacist
BPharm
Year 5 (12 months)
1ST
, 2nd
, 3rd
& 4th
TERMS, 1st
JANUARY, 2020
PMY 5114 (Industrial & Veterinary Pharmacy)
PMY 5314 (Hospital & Clinical Pharmacy)
PMY 5324 (Public Health & Community Pharmacy)
PMY 5340 (Leadership, Management & Governance)
RMD 5424 (Final Year Research Project)
END OF FINAL YEAR EXAMINATIONS
END OF TRAING ACHEIVEMENTS, 1
ST
SEPTEMBER, 2021
 Oath-Taking
 Certified Ending with:
- Upper Distinction certificate
- Lower Distinction certificate
- Merit certificate
- Upper Credit certificate
- Lower Credit certificate
- Pass certificate
 Graduate Pharmacist
 Allocated with Provisional Registration
Number by HPCZ
Undergraduate Internship Program
(1- 2years)
 Training sites attachments for Didactic &
Experiential learning:
- Recommended hospitals
- Recommended community pharmacies
- Industrial pharmaceutical companies
 Certified Professional Examination by PSZ in
conjunction with HPCZ
- Mock Examination
- Professional Examination
 Professionally Certified & Qualified Practicing
Pharmacist
BPharm
Year 3 (12 months)
1ST
, 2nd
, 3rd
& 4th
TERMS, 1st
OCTOBER, 2018
PMY 3010 (General Pharmacognosy)
PMY 3120 (Radiopharmaceutics)
PMY 3210 (Basic Pharmacology)
PMY 3220 (Pathology)
PMY 3014 (Pharmaceutical Chemistry & Analysis)
PMY 3315 (Basic Pharmacy Practice)
END OF 3RD
YEAR EXAMINATION
BPharm
Year 2 (12 months)
1ST
, 2nd
, 3rd
& 4th
TERMS, 1st
OCTOBER, 2017
PMY 2010 (General Pharmaceutical Chemistry)
PMY 2020 (Basic & Metabolic Biochemistry)
PMY 2110 (General Pharmaceutics)
PMY 2210 (Comparative Anatomy & Physiology)
PMY 2220 (Molecular Cell biology & Microbiology)
PMY 2335 (Computer & Social Sciences)
END OF 2
ND
YEAR EXAMINATION
 HEALTH PROFESSIONS COUNCIL OF ZAMBIA (HPCZ)
LEGAL REQUIREMENTS FOR
FULL REGISTRATION OF LOCALLY TRAINED PHARMACISTS
WORKING THROUGH
PHARMACEUTICAL SOCIETY OF ZAMBIA (PSZ)
BPharm
Year 4 (12 months)
1ST
, 2nd
, 3rd
& 4th
TERMS, 1st
OCTOBER, 2019
PMY 4015 (Medicinal Chemistry)
PMY 4024 (Clinical Pharmacognosy & Nutriceutics)
PMY 4110 (Biopharmacy)
PMY 4220 (Therapy, Toxicology & Pharmacovigilance)
PMY 4315 (Business, Entrepreneurship & Pharmaecov.)
PMY 4320 (ProfPharmPractice & PhrmSuppChainManag)
PMY 4415 (Research Methodology, Epidem. & Biostat)
END OF 4TH
YEAR EXAMINATION

Table 2: TABLE FOR CURRICULUM ROAD MAP COURSE CODES AND CREDIT UNITS:
YEAR OF
STUDY
COURSE CODE CREDIT POINTS
YEAR 1
‘O’ level
Qualifications
English N/A Pass with minimum of Grade 6
Mathematics N/A Pass with minimum of Grade 6
Pure or combined sciences N/A Pass with minimum of Grade 4 Per Science Course
‘A’ level or
Equivalents
Mathematics N/A Pass
Pure or combined sciences N/A Pass
Diploma certificate in Pharmacy N/A Pass
UNZA, School of Natural Science Courses N/A Pass
YEAR 2
General Pharmaceutical Chemistry PMY 2010 5.0
Basic & Metabolic Biochemistry PMY 2020 5.0
General Pharmaceutics PMY 2110 5.0
Comparative Anatomy & Physiology PMY 2210 5.0
Molecular Cell biology & Microbiology PMY 2220 5.0
Computer & Social Sciences PMY 2335 2.5
Sub-Total 25.7 (25%)
YEAR 3
Basic Pharmacognosy PMY 3010 5.0
Pharmaceutical Chemistry & Analysis PMY 3014 5.0
Radiopharmaceutics PMY 3120 5.0
Pathology PMY 3210 5.0
General Pharmacology PMY 3220 5.0
Basic Pharmacy Practice PMY 3315 2.5
YEAR 4
Medicinal Chemistry PMY 4015 2.5
Biopharmacy PMY 4110 5.0
Clinical Pharmacognosy & Nutriceutics PMY 4124 5.0
Pharmacotherapy, Toxicology & Pharmacovigilance PMY 4220 5.0
Business, Entrepreneurship & Pharmacoeconomics PMY 4315 2.5
Professional Pharmacy Practice & Pharmaceutical Supply Chain
Management
PMY 4320 5.0
Research Methodology, Epidemiology & Biostatistics PMY 4415 2.5
YEAR 5
Sub-Total
Industrial & Veterinary Pharmacy PMY 5114 5.0
Hospital & Clinical Pharmacy PMY 5314 5.0
Public Health & Community Pharmacy PMY 5324 5.0
Leadership, Management & Governance PMY 5340 5.0
Research Project PMY 5424 5.0
22.9 (25%)
TOTAL CREDIT POINTS 109.0 (100.0%)
Adopted Course Credit Unit System
Range of Yearly Contact Hours (Workload) Assigned Credit Units
More than 150 5.0– Full-Course
135 to 149 4.5– Full-Course
90 to 104 3.0 – Full-Course
75 to 89 2.5– Half-Course
Less than 44 1.0– Course Topic

18. PROGRESSION CRETERIA
 Progression criteria are sets of statements purposely formulated to spell out the requirements
for any trainee to remain and continue making progress in achieving the expected output of any
training pathway being admitted in.
 Pre-requisite and in-process requirements must be well spelt out for the trainees to adhere to
for making progress in the pathway of training as stated in Tables 3-6.
 Table 7 contains the process of reflecting on the quality and comprehensiveness of each
individualized lecture material that is off-loaded to the trainees from an organized
administrative academic structural arrangement as shown in Figure 2 of departmental
organization mapping - this feed-back process by the affected trainee students is critical in
addressing the complexity of failure extents and rates among the students since students failure
itself can be caused by inadequacy in the value of teaching materials and their respective
deliverance to the trainees.
Table 3: The Progression Criteria of Four years training Period
STUDY
YEAR
STUDY
COURSE
GRADE ACTION
PROGRESSION REGULATION
Year 2
&
Year 5
Any of them
1 D+ of 1 Full-course OR 2 Half-courses
2 D+ of 2 Full-courses OR 4 Half-courses
Supplementary Examination in
courses failed provided continuous
assessment and practicals are passed
Any of them
1 D of 1 Full-course OR 2 Half-courses
Failed Supplementary
Repeat Year
Any of them
2 Ds of 2 Full-courses OR 4 Half-courses or more
1E of 1 Full-course OR 2 Half-courses
Exclusion from the training
programme
Year 3
&
Year 4
Any of them
1 D+ of 1 Full-course OR 2 Half-courses
3D+ of 3 Full-courses OR 6 Half-courses
Supplementary Examination in
courses failed provided continuous
assessment and practicals are passed
Any of them
1 D of 1 Full-course OR 2 Half-courses
Failed Supplementary
Repeat Year
Any of them
2 Ds of 2 Full-courses OR 4 Half-courses or more
1E of 1 Full-course OR 2 Half-courses
Exclusion from the training
programme

Table 4: Bachelor of Pharmacy (BPharm) Scoring Criteria for the Total Continuous
Assessments (CA) & Examinations Results
GRADE % MARK DESCRIPTOR
A+ 90-100
Upper Distinction. Exceptional performance demonstrating broad understanding of the
subject area and excellent knowledge of the relevant literature. Exemplary discussion and
analysis of results, logical organisation and ability to critically analyze and evaluate discuss
concepts coupled with insight and originality.
A 80-89
Lower Distinction. Very good performance demonstrating evidence of wide reading, with
clear presentation and thorough analysis & evaluation and an ability to critically evaluate
and discuss the subject. Clear indication of some insight and originality. A very competent
and well presented work overall but failing short of excellence in some aspects.
B+ 70-79
Merit. Good performance which shows good understanding of the subject and knowledge of
the relevant literature. Efficient derivation of information with only minor slips.
Demonstrates some relevant interpretation and critical evaluation of the subject. Good
general standard of analysis, synthesis & interpretation of data.
B 60-69 Upper Credit. Satisfactory performance with clear presentation of subject and simple
analysis but less effective evaluation of literature or synthesis of information. Requires some
level of supervision but shows little ability to try and solve some problems unaided.
C+ 55-59
Lower Credit. An average performance which shows some understanding of the subject but
limited knowledge and appreciation of the relevant literature. Presentation of, analysis and
presentation of results at basic level and showing little or no originality or critical evaluation.
Insufficient attention to organisation and presentation of work.
C 50-54
Pass. A weak performance showing only limited understanding of the subject and superficial
knowledge of the relevant literature. Basic discussion or analysis the subject in an
inconsistent or incomplete manner. Critical thinking and synthesis of information severely
limited, including some basic misapprehensions, and lacking any originality of critical
evaluation. General standard of presentation poor.
D+ 45-49
Bare Fail. An unsatisfactory performance containing substantial errors and omissions. Very
limited understanding, or in some cases misunderstanding, of the subject and very restricted
and superficial appreciation of the relevant literature. Very poor, confused and, in some
cases, incomplete presentation of information. Very poor overall standard of presentation
D 40-44
Fail. A bad performance containing many errors and faults. Virtually no real understanding
or appreciation of the subject and relevant literature pertaining to it. Chaotic presentation of
information and in some cases incompletely presented and virtually non-existent or
inappropriate or plainly wrong analysis. Discussion and interpretation seriously confused or
wholly erroneous revealing basic misapprehensions.
E 0-39 Outright Fail. Hopeless performance

19. COURSE CODES, CREDIT UNITS & GPA SYSTEM
 A GPA (which is an acronym for grade point average) is the calculated average of the grades each
training students must earn for progress through the training pathway.
 The scale follows a 0 to 4.0 or 5.0 scale.
 Each semester or any part of the year within which the GPA points can be derived at, you earn
a GPA based on your grades from that period of the year, usually using score points from
continuous assessments (CA) and final year examinations.
 Throughout the duration of one’s professional training career, cumulative GPA scoring system is
earned as exemplified in Tables 4 & 5.
Table 5: New Grading System Related to Grading Point Average-GPA system at UNZA
PREVIOUS (OLD) DEGREE CLASSIFICATION SYSTEM NEWLY ADOPTED DEGREE CLASSIFICATION SYSTEM
Letter
Grade
Grade Points Current Point
System
Degree
Classification
GPA
Range
Cumulative
Grade Points
Degree
ClassificationLocal
Half-course
Local
Full-course
(Old – New)
External
Full-Course
A+ 2.5 5.0 – 5.0 5.00 40.0
Distinction >3.75 >30 DistinctionA 2.0 4.0 – 4.0 4.00 27.5
B+ 1.5 3.0 – 3.5 3.33 20-27 Merit 3.25-3.74 26.0-29.9 Merit
B 1.0 2.0 – 3.0 3.00 12-19.5 Credit 2.68-3.24 22.0-25.9 Credit
C+ 0.5 1.0 – 2.37 2.33
< 12 Pass <2.25 <18.0 PassC 0.0 0.0 0.00

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