phd in pharmacy practice in india

Amity Institute of Pharmacy (AIP)

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Master’s Degree in Pharmacy from any accredited Indian or Foreign University with a minimum of 55% marks or grade point average.

The Pharmaceutical Sciences Ph.D. Program at Amity University is offered both regular and part time basis. AIP provides a rigorous background in a range of scientific disciplines that are critical to the preparation of the next generation of pharmaceutical scientists. With efficient faculty members and Students earn a Ph.D. in Pharmaceutical Sciences, concentrating in Drug Discovery or Drug Development. Research in Drug Discovery focuses on areas related to medicinal chemistry, such as small molecule development, natural products isolation and characterization, organic synthesis, chemical biology, rational drug design, pharmacology, toxicology, cellular differentiation, development, and disease. Drug Delivery/development emphasizes principles in physical chemistry, biomaterials, and drug transport, aiming for advances in formulation, drug targeting, and multi-modal therapy. Delivery research includes the solid state chemistry of drugs, nano-pharmacy, biocompatibility, molecular recognition, computational chemistry, and pharmacokinetics. Programme Focus: The Pharmaceutical Sciences Ph.D. Program at Amity University is offered both regular and part time basis. Coursework includes 1 Quantitative Techniques: The objective of this course is to make the scholars understand the importance of statistics and basic statistical principles in research. The main emphasis will be on understanding application of various statistical techniques including probability, data collection, presentation, Measures of Central Tendency & Dispersion, graphical representations, Hypothesis testing, Co-relation & regression analysis, Common parametric & non parametric testing, Recent advances for computer application in research, Basis of Operating systems, Handling different operating system, Literature survey using Web, handling search engines, Usage of Computer for collecting or analyzing data, Preparing presentation, Research Papers, Data analysis using software techniques, Use of IT software in data analysis and data presentation, MATLAB, SPSS; 2. Research Methodology: This course will enable the Research Scholars to understand and apply basic research methods in their research study including research design, data analysis and report findings for generalizing research conclusion apparently based on the parameters of particular research methods. It includes Health Planning in India, Epidemiology, National Health, programmes, National Organizations, International health Plan, Public Health of Mental & Neurological Disorder with particular reference to India, Methods of Literature survey, planning and designing a Research problem, Hypothesis, Research modeling, Research proposals, Plagiarism, Academic publishing and peer review, Research & Development Importance of IPR, Patents & IPR, INDA/NDA/ANDA,CTD documentations, Copyrights, Trademarks & Related Rights, Rights arising from Trademark registration, GLP. GCP, GMP, FDP and INSA guidelines, Research process and steps in conducting research, Research design, Research Fundamentals, Data collection methods, Scaling techniques, Editing, Coding, tabulating and validation of data etc. Other than coursework, candidate need to plan out research, execute with possible outcome patent, publications, thesis or dissertation etc

Bachelor of Pharmacy
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Ph.D in Pharmacy

Sharda University's doctoral pharmacy programmes are designed to meet the requirement of the latest pharmaceutical developments and envisage becoming a state-of-the-art centre providing high-quality education and cutting-edge interdisciplinary research in the pharmaceutical industry. The programmes offer a balanced theoretical and practical exposure with the benefit of a well-equipped laboratory for medications related experiments. Upon completion, scholars are deemed to be prepared for careers in pharma companies, government hospitals, medical labs, defence services, among others.

Throughout the programme, students have the opportunity to work with a group of innovative research scientists, along with the tools to progress beyond their research degree into prominent positions within academia, industry, and consultancy. The University has academic tie-ups with various reputed national/international organisations and research laboratories. The available research facilities in these organisations and labs can be utilised by the enrolled PhD scholars to enhance the quality of work and further research.

List of Programm Offered (Full Time/Part-Time)

Specialization

Ph.D. in Pharmacy

Application & Admission Process

Step-1: Fill the Online Application Form
Step 2: Confirm Programme/Specialisation, generate your System ID
Step 3: Complete Additional details/Educational Details & Upload photo signature & Documents
Step 4: Proceed with the payment of the application fee i.e. INR 1500 /-
Step-5: Online Enterance Exam (In the case, Ph.D application approved)

Candidates with valid selection from NET / GATE / SET / UET / any other equivalent test conducted by GOI accredited agency (to be decided by the selection committee) are exempted from entrance test and get preference in selection.

Step-6: Interview

Programme Fee Structure

Eligibility Criteria

A candidate must have cleared post-graduate (PG) degree or equivalent of minimum duration of 2 years from a UGC recognized Indian / foreign university in respective discipline with score of minimum 55% or equivalent CGPA. A 5% relaxation in score for SC/ST/OBC i.e minimum of 50% in PG degree or equivalent CGPA is allowed.

Programme Duration - Min. 3 Years

Programme Curricula

Testimonials.

Aadhya Chaturvedi

In my experience all the teachers are very supportive and friendly and the placement process has been very smooth throughout. I would always be very grateful for the lifelong connections I made

MBA – Business Analytics, 2022-23

Placed In : EY Global Delivery Services

Nitin Jangir

"My experience at Sharda University is great and memorable. The mentors at Sharda University helped us enhance my academic and interpersonal skills. I am thankful to Training & Placement cell for providing a platform to enhance my skills and an opportunity to showcase them. In the last I am saying that The World is here at Sharda University."

B.Tech (CSE) , 2017-2021

Placed In : FICO

Naveen Bansal

“It was a great experience studying at Sharda University, a memory to cherish for lifetime. My experience at Sharda was full of learning and grooming. Being a global university It gave me an opportunity to meet different kind of people from around the world and learnt many things from them. I am thankful to all the faculties, mentors and entire SET department for providing us with quality education. I am also grateful to TNP Cell for organising placements in this pandemic and helping me to get placed in 3 companies on Campus including Tcs Digital. Overall it was a great experience and lifetime memory at Sharda University. If you want to make a career in CSE I would highly recommend you to join Sharda University.”

B.Tech. (CSE) , 2017-2021

Placed In : TCS Digital

Tanveer Ahmad

It was my immense luck and fortune to be the part of Sharda University where I can grow. The entire faculty and department leaves no stone unturned to shape one\'s future. My four years at Sharda have been a wonderful experience of learning with prolific exposure to outside. Huge respect, love and devotion for entire faculty members and department. It\'s their efforts that make me to count myself into better professionals.

B.Tech - Mechanical Engineering, 2019-2020

Placed In : Dorset Industries Pvt. Ltd

Aakash Sharma

Sharda University has been a great contributor to the development of my personality. I have established my leadership, time management and team skills and have also been able to advance these skills to the whole new augment level. The infrastructure of Sharda University is one of the finest in the NCR region is what stands out the most. The best thing about this University is the cross-culture interaction between students from various parts of the world. The professors here make the university what it is today. With an attitude of being ever ready to help, and not only delivering classroom teachings, but they are also the pillars of the learning gained from this esteemed university and this is a treasure for life.

Md Suyaib Ahmad

My four years at Sharda were great and a memory to cherish for lifetime. It was full of learning and grooming oneself. It gave me an opportunity to meet different kind of people and learned many things. I am thankful to all the faculties, mentors and entire SET as well as placement cell. Overall it was a great experience and lifetime memory at Sharda.

B.Tech - Computer Science, 2019-2020

Placed In : NTT Data

Harsh Pratap Singh

Great experience from Sharda. You get a lot of opportunities. Work hard to get it. Be prepared for everything. Maintain your attendance.

Placed In : Think & Learn (BYJUs)

Sanchit Bhatnagar

B.Tech - Computer Science (Clou..., 2019-2020

Placed In : Tech Mahindra

Chaitany Tomar

Sharda University is a place where you can find an amalgamation of learning. I feel great studying at Sharda University as it gives great opportunity as well as support from faculties and placement officers. Getting placed in Wipro is an achievement for me for which i would like to thank Sharda university.

Placed In : Wipro Technologies

Abhishek singh

Sharda University is great place to learn.It gives me great to say with pride that i have completed my B.tech in cse from this University.The relationship between faculities and student is very cordial, which gave me an opportunity to excel in my area of interest. The T and P cell is very supportive and they have conducted various sessions which helped me to get placed.

Placed In : Daffodil Software

Adeeba Fatima

Sharda University and SET faculties have put in all the efforts to groom us and make us corporate professionals. It was a wonderful experience at Sharda University.

B-Tech- Computer Science(Cloud ..., 2019-2020

Placed In : TCS

Harshita Sachdeva

My bachelor degree at Sharda in computer science consisted of many projects based evaluation and faculty connect. The mentors at Sharda University helped us enhance my academic and interpersonal skills. The regular interaction with the Placement team also encouraged me to excel in my interview and developing skills that are required for future use.

B-Tech : Computer Science(Cloud..., 2019-2020

Akhil Bhardwaj

My experience at Sharda University is great and memorable. The teachers and mentors are really helpful and helped me to improve my academic and interpersonal skills.

B-Tech- Computer Science(Cloud ...

Abhimanyu Sharma

My bachelor\'s degree at Sharda in computer science consisted of many projects based evaluation and faculty connect. The mentors at Sharda University helped us enhance my academic and interpersonal skills. The regular interaction with the Placement team also encouraged me to excel in my interview and developing skills that are required for future use.

Placed In : Think & Learn (Byjus)

Anmol Pandit

My bachelor degree at Sharda in computer science consisted of many project based evaluation and faculty connect. The mentors at Sharda helped us enhance my academic and interpersonal skills.

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PH.D. (PHARMACY PRACTICE) Admission 2024, Syllabus, Eligibility, Duration

Ph.d. (pharmacy practice) admission 2024, course fees structure, career prospects and jobs scope | salary & payscale for ph.d. (pharmacy practice) holders | course duration | ph.d. (pharmacy practice) specializations admission process | entrance exams for (ph.d. (pharmacy practice)), doctor of philosophy in pharmacy practice admission | doctor of philosophy in pharmacy practice course fees structure | doctor of philosophy in pharmacy practice career prospects and jobs scope | salary & payscale for doctor of philosophy in pharmacy practice degree holders | doctor of philosophy in pharmacy practice course duration | doctor of philosophy in pharmacy practice specializations | doctor of philosophy in pharmacy practice admission process | entrance exams for (doctor of philosophy in pharmacy practice).

Courses in India
Doctor of Philosophy Courses

PH.D. (PHARMACY PRACTICE)

Doctor of philosophy in pharmacy practice, doctor of philosophy.

PhD Pharmacy Practice,Highlights, Entrance Exam, admission, Eligibility, Duration, Selection Criteria, How to Apply, Application Form, Application Process, fee, Syllabus,Salary and Jobs,career opportunities

A PhD in Pharmacy Practice is a research-oriented program that focuses on developing advanced knowledge and skills in the field of pharmacy practice. The program is designed to prepare graduates for careers in academia, research institutions, or the pharmaceutical industry.

During the program, students will learn how to design and conduct research studies, analyze data, and disseminate research findings. They will also develop advanced skills in clinical practice, patient care, and drug therapy management.

The program typically involves coursework, seminars, and research projects. Students will work closely with faculty members to design and conduct research studies in areas such as pharmacotherapy, pharmacoeconomics, patient safety, and medication management.

Graduates of a PhD in Pharmacy Practice program are equipped with the knowledge and skills needed to advance the practice of pharmacy and improve patient outcomes. They may pursue careers in academia, research institutions, or the pharmaceutical industry. Some common job titles for graduates include professor, researcher, clinical pharmacist, and drug development specialist.

PhD Pharmacy Practice,highlights

Here are some highlights of a PhD in Pharmacy Practice program:

Research Focus: The program is research-oriented and focuses on developing advanced research skills in the field of pharmacy practice. Students will learn how to design and conduct research studies, analyze data, and disseminate research findings.

Clinical Practice: The program also emphasizes the development of advanced skills in clinical practice, patient care, and drug therapy management. Students will learn about the latest trends in pharmacotherapy and medication management.

Interdisciplinary Approach: The program is designed to be interdisciplinary, drawing from a range of fields such as pharmacology, epidemiology, and public health. This approach allows students to gain a broad understanding of the field of pharmacy practice and its intersection with other fields.

Faculty Expertise: The program is typically led by experienced and highly qualified faculty members who have extensive experience in pharmacy practice research and teaching.

Flexibility: The program is often offered on a part-time or full-time basis, allowing students to tailor their studies to their individual needs and goals.

Career Opportunities: Graduates of the program are equipped with the knowledge and skills needed to advance the practice of pharmacy and improve patient outcomes. They may pursue careers in academia, research institutions, or the pharmaceutical industry.

Overall, a PhD in Pharmacy Practice program offers a rigorous and comprehensive education in pharmacy practice research and clinical practice. Graduates of the program are well-prepared to contribute to the advancement of the field and improve patient outcomes.

Here is some information about the entrance exam, admission, eligibility, duration, selection criteria, and application process for a PhD in Pharmacy Practice program:

PhD Pharmacy Practice Entrance Exam: Depending on the institution, applicants may be required to take a standardized test such as the Graduate Record Examination (GRE) or the Pharmacy College Admission Test (PCAT) as part of the application process.

PhD Pharmacy Practice Admission: The admission process typically involves submitting an online application form along with supporting documents such as transcripts, letters of recommendation, a personal statement, and a resume/CV. International students may also need to provide proof of English language proficiency.

PhD Pharmacy Practice Eligibility: Applicants typically need to have a Bachelor's or Master's degree in pharmacy or a related field, as well as relevant work or research experience. GPA requirements may vary depending on the institution, but a minimum of 3.0 on a 4.0 scale is often required.

PhD Pharmacy Practice Duration: The duration of a PhD in Pharmacy Practice program may vary depending on the institution and the student's research project. Typically, the program takes 3-5 years to complete.

PhD Pharmacy Practice Selection Criteria: The selection criteria for a PhD in Pharmacy Practice program may vary depending on the institution. However, some common criteria include academic achievement, research experience, letters of recommendation, and personal statement.

PhD Pharmacy Practice How to Apply: Applicants can typically apply for a PhD in Pharmacy Practice program online through the institution's website. The application process typically involves submitting transcripts, letters of recommendation, a statement of purpose, and a resume/CV. Some institutions may require applicants to pay an application fee.

Overall, the admission process for a PhD in Pharmacy Practice program is competitive, and applicants are encouraged to demonstrate their academic achievements, research experience, and potential for contributing to the field of pharmacy practice.

Here is some information about the application form, application process, fee, syllabus, salary and jobs, and career opportunities for a PhD in Pharmacy Practice program:

PhD Pharmacy Practice Application Form: The application form for a PhD in Pharmacy Practice program is typically available on the institution's website. Applicants may need to create an account and provide basic information such as their name, contact information, and educational background.

PhD Pharmacy Practice Application Process: The application process for a PhD in Pharmacy Practice program typically involves submitting transcripts, letters of recommendation, a statement of purpose, a resume/CV, and any required test scores (such as GRE or PCAT scores). Applicants may also need to pay an application fee, which varies by institution.

PhD Pharmacy Practice Fee: The application fee for a PhD in Pharmacy Practice program varies by institution. It typically ranges from $50 to $100.

PhD Pharmacy Practice Syllabus: The syllabus for a PhD in Pharmacy Practice program varies depending on the institution and the student's area of research. However, some common courses include advanced pharmacotherapy, drug development and evaluation, biostatistics, research methodology, and pharmacoeconomics.

PhD Pharmacy Practice Salary and Jobs: Graduates of a PhD in Pharmacy Practice program may pursue a variety of careers in academia, research institutions, or the pharmaceutical industry. Some common job titles and median salaries (according to the U.S. Bureau of Labor Statistics) include:

Professor: $79,540 per year

Research Scientist: $82,090 per year

Clinical Pharmacist: $128,090 per year

Medical Science Liaison: $96,070 per year

Pharmaceutical Research and Development Manager: $141,760 per year

Career Opportunities: Graduates of a PhD in Pharmacy Practice program have a variety of career opportunities in fields such as academia, research institutions, or the pharmaceutical industry. Some common job titles include professor, researcher, clinical pharmacist, drug development specialist, and medical science liaison. Graduates may also work in government agencies, non-profit organizations, or consulting firms.

Ph.D. (Pharmacy Practice) is a doctoral level course. It involves molecular biology, immunology, and aspects of the delivery of peptide and protein drugs. Pharmaceutical Analysis includes the application of spectroscopy, immunoassays, chromatography, extraction, electrophoresis, and radioisotope assays to drug determination. The doctoral course prepare candidates for careers in academia and advanced scientific research at a variety of institutions. The course provide various subject related to Pharmacy Practice study. The Doctor of Philosophy in Pharmacy Practice Studies may be completed in three years attending full-time. A applicant may take the courses on a part-time or full-time basis.

Ph.D. (Pharmacy Practice) Admission Process:

Admission to the Ph.D. program shall be based on the students marks obtained in the entrance test conducted by the respective department or school of the particular university or institute. Those candidates who have complete GATE/NET/SET/ M.Phil/JRF Examination in the pertinent subject of the apex bodies as CSIR/UGC/ICAR/ICMR/DBT will be exempted from the Entrance Test. While giving the exemption, the Departmental Committee of the institute may consider research work/earlier Ph.D./experience done by the student. If a student already holds a Doctors degree in a relevant subject from a UGC Approved University or Institute, he/she may be exempted from entrance exam and pre Ph.D. coursework. After clearing the both steps the student will be eligible to pay course fee or registration fee. Only the predetermined number of candidates may be admitted to Ph.D. programme.

Ph.D. (Pharmacy Practice) Career Prospect:

pharmaceutical and biotechnology companies
universities, regulatory agencies such as the Food and Drug Administration
and national laboratories such as the National Institute of Health.

PH.D. ADMISSION PROCEDURE

Application for the entrance exam
Result declaration
Entrance pass scholar calling for the interview and document verification
Provisional registration for pre Ph.D. course work classes
Coursework classes shall be attended as scheduled by University
Course work examination
Result declaration of coursework
Submission of synopsis ( 2 spiral bound copies with soft copy of synopsis)
Departmental research committee meeting scheduled by University
A registration letter shall be issued
Research work started by scholar
6 progress reports shall be submitted
Soft copy thesis submit
plagiarism report check by the university
Final after the plagiarism report soft copy thesis shall be sent to experts for evaluation
After the consent of experts pre-submission, one set spiral binding shall be submitted
After the successful presentation of the pre-submission thesis 3 copies of hard bound thesis shall be submitted
Viva shall be conducted as scheduled by University, Degree Awarded.

DOCUMENTS CHECKLIST

Documents (10th onwards)
Aadhar Card/Pan Card, Caste Certificate
Migration Certificate (Original)
NOC (From Organization/ Institute/ University)
Affidavit (undertaking)
Guide Willing
Assignments
Synopsis (3 copies), Progress Report
Library No Dues
Thesis Hard copy (Spiral binding)
No Dues, Thesis (6 hard copies)
Affidavit -Submission (on Rs 100 Stamp and Notary Attested)
C.D Soft copies (Thesis & Synopsis)
Conference Certificate - 2
Research Papers -2 (with ISSN No.)
summary (page limit 20-30) -3 Copies
Plagiarism Report Below 10%

FAQs About Ph.D. Program

Q.1 - What is the procedure for Ph.D.? Admission to the University?

ANSWER : - The Ph.D. and M.Phil. programs of prestigious Universities are conducted and guided strictly as per the provisions and regulations dictated by the UGC (Minimum Standards and Procedure for Award of Ph.D./M.Phil. Degrees) (1st Amendment) Regulations, 2018 and subsequent amendments. The entire procedure for admission to the research programs encompasses a Research Entrance Exam (RET) and then an Interview/Viva Voce. The performance of a candidate in the RET is given 70% weightage, and the remaining 30% weightage is given to his/her performance at the Interview.

Q.2 - What are the modes of pursuing M.Phil. & Ph.D. programs at the University?

ANSWER : -Both the full-time and part-time modes are available at University for pursuing its Ph.D. programs and only the full-time mode is available for M.Phil. program in the desired subjects/fields. These highly-qualitative and prolific research programs are available in a rather broad range of fields/subjects. At University, the minimum time duration of the M.Phil. and Ph.D. programs is 1.5 Years and 3 Years, respectively, in general.

Q.3 - Are the Ph.D. and M.Phil. Degrees granted by any University valid abroad?

ANSWER : -Yes, of course. If the University is properly recognized under section 2(f) of the UGC Act of 1956 and is a prestigious member of the AIU (the Association of Indian Universities). It is an M.Phil. and Ph.D. degrees granted in various fields/subjects are duly valid across India and the world.

Q.4 - What are the main eligibility criteria for participating in the University Research Entrance Exam (RET)?

ANSWER : -The following are the main eligibility conditions for participating in the RET: - A rigorous Master’s Degree in the proposed subject/field obtained from any recognized university/institution located in India or abroad, with a minimum 55% marks in aggregate or an equivalent grade. Candidates belonging to SC/ST/OBC/Differently-abled categories are given a 5% relaxation in respect of this eligibility criterion. Candidates with an M.Phil. degree in the proposed field/subject, or have qualified for the UGC (JRF) Examinations/ NET/ SET/ SELT, etc., will be allowed to appear directly for the interview, without appearing in the RET. Impressive academic records, and any prior experience in research work, will be given additional advantages.

Q.5 - What relaxations are granted to the reserved categories for Ph.D.? Admission to the University?

ANSWER : - Candidates belonging to the categories of SC/ST/OBC (Non-Creamy layer)/Differently-Abled, and so on, are given all relaxations prescribed by the Govt. of India and the UGC. These relaxations are provided in form of 5% reduced marks for them at post-graduation, and also in the minimum qualifying marks at RET. Thus, candidates belonging to these categories only need to score a minimum of 45% marks at RET, to qualify for the final interview.

Q.6 - How will be the pattern of RET?

ANSWER : - The syllabus or pattern of RET consists of subject-specific matters, research methodology, and aptitude (covering logical reasoning, numerical ability, analytical reasoning, statistics, etc.).Thus, RET will contain a total of 70 multiple-choice questions (MCQs).

Q.7 - Are M.Phil. Holders/UGC- NET (including JRF)/ UGC-CSIR NET (including JRF)/ SLET/ GATE exempted from appearing at RET?

ANSWER : - Yes. The holders of M.Phil. degrees in their respective fields/subjects are made exempt from appearing in RET. The same is the situation in cases of aspiring candidates who have qualified exams like UGC-NET (including JRF)/ UGC-CSIR NET (including JRF)/ SLET/ GATE, etc.

Q.8 - How is the application fee paid?

ANSWER : - The Application Fee (i.e. the fee for getting participated in RET) can be paid online or offline, like the Application Form. Payment Modes: DD (in Favor of the University) / NEFT/ Cash Deposit.

Q.9 - Do working candidates require to obtain NOC from employers for pursuing research at any University?

ANSWER : - Yes, necessarily. Working Professionals who are interested in research at any University are required to obtain the NOC (No Objection Certificate) from their respective employers, in order to avert any intrusion ever during the entire doctoral course.

Q.10 - Does an M.Phil. holder require to undergo Ph.D. coursework?

ANSWER : - Yes. M.Phil. holders are again required to undergo the coursework in Ph.D. at some Universities. However, their prior knowledge in the field/subject will be very supportive to them for learning and performing efficiently during the Ph.D. program.

Q.11 - Can I pay the yearly program/course fee in installments?

ANSWER : - Yes, you can pay the yearly course fee as many as in two installments, but well within the yearly session.

Q.12 - Does Any University provide any scholarship or stipend to pursuing scholars?

ANSWER : - Yes, of course. Many Universities offer scholarships as well as stipends to meritorious and talented candidates who undertake research studies at the University. Scholarships are granted to those candidates who come under the top 21 by scoring higher marks in RET and interviews. And, stipends are provided to those scholars who also give lectures to UG or PG students at the University, in addition to doing their Ph.D. coursework. The amount of the monthly stipend will be commensurate with the candidate’s qualifications and capabilities and may go up to Rs. 20,000.

Q.13 - What other many facilities are provided to research scholars at the University Campus?

ANSWER : - All necessary and constructive resources, amenities, and facilities are offered by well-established and prestigious universities to research scholars in various streams/subjects. These facilities include the following - spacious and peaceful study rooms, erudite and well-experienced academicians and research experts, Wi-Fi and diverse IT devices, state-of-the-art laboratories, well-stocked libraries, lavish R&D amenities, separate amenities for lodging and foods for male and female candidates, peaceful and constructive environment within the university campus, and many other comforting and convenient facilities and services.

Documents Required For PH.D. (PHARMACY PRACTICE) Admission

Migration Certificate (No objection certificate from the University last attended)
Passing/Degree certificate of the last qualifying degree examination
Mark-list of the last qualifying degree examination
Character certificate (from the head of the Institute from which the student has obtained his qualifying degree.
Documentary proof for date of birth
Gap certificate (if applicable)
Research Proposal *
No objection certificate from the employer (if employed)

NOTE:- Students are requested to note that their application will not be considered for admission if the above certificates are not enclosed with their application.

PH.D. (PHARMACY PRACTICE): Course Highlights

Given below are few of the important highlights of the program.

PH.D. (PHARMACY PRACTICE): Syllabus

Syllabus of Doctor of Philosophy as prescribed by various Universities and Colleges.

Colleges offering PH.D. (PHARMACY PRACTICE) in India

Mentioned below are some states in India that offer the program.

Top Colleges 2024

Madhav University - MU

Sun Rise University - SRU

Indira Gandhi National Open University - IGNOU

Guru Kashi University - GKU

Maharshi Dayanand University - MDU

Pacific University - PU

Kurukshetra University - KU

Centurion University of Technology and Management - CUTM

KREA University - KU

Rajiv Gandhi University - RGU

SRM University - SU

Assam University - AU

Tezpur University - TU

Central University of South Bihar - CUSB

Mahatma Gandhi Central University - MGCU

Nalanda University - NU

Jamia millia islamia - jmi.

VIT-AP University - VU

Apex Professional University - APU

Arunachal University of Studies - AUS

Arunodaya University - AU

Himalayan University - HU

North East Frontier Technical University - NEFTU

Indira Gandhi Technological and Medical Science University - IGTMSU

Venkateshwara Open University - VOU

Assam Don Bosco University - ADBU

Assam Down Town University - ADTU

Krishnaguru Adhyatmik Visvavidyalaya - KAV

Mahapurusha Srimanta Sankaradeva Viswavidyalaya - MSSV

The Assam Kaziranga University - AKU

The Assam Royal Global University - ARGU

Amity University - AU

Dr C. V. Raman University - CVRU

Gopal Narayan Singh University - GNSU

K K University - KKU

Sandip University - SU

Ahmedabad University - AU

Anant National University - ANU

Atmiya University - AU

AURO University of Hospitality and Management - AUHM

C. U. Shah University - CUSU

Calorx Teacher's University

Charotar University of Science & Technology - CUST

Jawaharlal Nehru University - JNU

Dhirubhai Ambani Institute of Information and Communication Technology - DAIICT

G.L.S. University - GU

Ganpat University - GU

Gokul Global University - GGU

GSFC University - GU

Indian Institute of Public Health - IIPH

Ph.d. thesis writing assistance/paper publication services.

UGC Care List Journal Publication Services
Scopus Journal Publication
Proposal / Synopsis Writing
Topic Suggestion
Ph.D. Thesis Writing
Dissertation Writing
Research Paper Writing
Paper Publication with ISSN Number
Conference / Seminars
PowerPoint Presentation
Data Collection / Analysis
Plagiarism Correction
Plagiarism Report TURNITIN / URKUND
Book Publication
Ph.D. Thesis Concert into Book
All Research Work
Complete Research Work
Indexed Journals - Scopus
UGC Care Journal
Research Review Journal
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NIPER Mohali

94.7 K - 1.54 Lacs Fees

PCI Accredition

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MCOPS Manipal

1.3 - 9.1 Lacs Fees

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Shortlisted by 315+ students
Fees and Courses (20)

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20 K - 7.9 Lacs Fees

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PSEB 12th Exams

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32 K - 32 K Fees

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15.5 K - 2.4 Lacs Fees

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16.6 K - 1.5 Lacs Fees

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Fees and Courses (75)

32 K - 5.85 Lacs Fees

11.6 Lacs Avg Package

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43.5 K - 25 Lacs Fees

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7.42 Lacs Avg Package

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85 K - 4.7 Lacs Fees

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3000 - 9.68 Lacs Fees

5 Lacs Avg Package

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Fees and Courses (210)

Galgotias University

25 K - 5.96 Lacs Fees

12.4 Lacs Avg Package

Shortlisted by 1474+ students
Fees and Courses (154)

Bombay College of Pharmacy

4000 - 5 K Fees

Shortlisted by 905+ students
Fees and Courses (8)

Integral University

6000 - 90 Lacs Fees

Shortlisted by 5281+ students
Fees and Courses (319)

LMCP Ahmedabad

2200 - 3.3 Lacs Fees

NAAC Accredition

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P.S.G College of Pharmacy

67.5 K - 67.5 K Fees

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30 K - 25.4 Lacs Fees

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NBA Accredition

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34 K - 2.15 Lacs Fees

Shortlisted by 32+ students
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All India Shree Shivaji Memorial Societys College of Pharmacy (AISSMSCP), Pune

Shortlisted by 24+ students
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PES University

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PhD in Pharmacy in India: Top Institutes

If you are looking forward to pursuing PhD in Pharmacy , then this blog post of PhDTalks is useful for you. In this blog post, We will be providing you with a list of top research institutes for pursuing PhD in Pharmacy and similar subjects. The institutes are ranked based on NIRF Ranking 2023 .

According to the NIRF Ranking 2023 (for Pharmacy), Jamia Hamdard stands at the top with a NIRF Score of 79.50 followed by the National Insitute of Pharmaceutical Education and Research Hyderabad .

Top 100 Institutes/ Universities in India for PhD in Pharmacy

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Manipal College of Pharmaceutical Sciences

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Department of Pharmacy Practice Research Scholars

Department of Pharmacy Practice Staff

Department of Pharmacy Practice Students

The Department of Pharmacy Practice of MCOPS, established at Kasturba Medical College Hospital, Manipal in 2001, specializes in Clinical Pharmacy services. The department caters to the needs of the clinicians and patients by undertaking services such as medication therapy management, patient counselling, drug information services, medication reconciliation, pharmacovigilance, periodic safety update report (PSUR), Clinical Research, health screening program, community outreach program and continuing Pharmacy education program. The expanding roles of the department include the application of evidence-based medicine towards patient safety, pharmaceutical care, pharmacogenomics, translational research and Clinical Research in disease management. The department has a team of 11 dedicated well-trained faculty with ample international exposure. The department has several collaborations with national and international institutes of repute. The department is a peripheral centre for the Pharmacovigilance program of India (PvPI). The department is recognized as a training centre for Pharmabridge program of the International Pharmaceutical Federation (FIP). Additionally, it is a Certara qualified training centre, which is a program designed to train students in India on the use of Certara software such as Phoenix WinNonlin. Faculties of the department are members in Kasturba hospital committees such as Tumour Board, Pharmacy & Therapeutic Committee and Institutional Ethics Committee. The department represents MAHE for Global TB Portal Consortium of the National Institute of Health (NIH). The faculty of the department also part of Global Cancer Consortium . The faculties have won various national and international scholarships and awards from ISPOR, ISPE, NPS, CICS, CSIR, DST, ICMR, ACCP/ISoP etc. Our research activities are funded by several governmental funding agencies such as ICMR, DST, DHR and AICTE and foreign grants from the National Institute of Health (NIH), USA, and Griffith University, Australia. The departmental h-index (scopus) of 42 demonstrates our scholarly influence.

The faculty members have been trained at first-rate universities and hospitals abroad including the University of Michigan, University of Southern California, Tufts Medical Centre, Boston Children's Hospital of Eastern Ontario, Canada, Uppsala University, Sweden, to name a few. We have expertise in diverse areas such as Medication review, Patient safety programs, Pharmacometrics, Pharmacogenomics, Pharmacoeconomics, Clinical Toxicology, Antibiotic stewardship, Assessment of evidence for therapeutics, Translational research, and Clinical Research, etc. To foster operational research, the department has five centres: 1) Centre for Translational Research 2) Centre for Toxicovigilance and Drug Safety 3) Centre for Pharmaceutical Care 4) Centre for Pharmacometrics and 5) Centre for Public Health Pharmacy. In addition, a students' club 'Pharmacy Literacy Club' (PLC) to provide a platform for skill development and self learning. The department periodically organizes workshops, seminars, symposiums and conferences at the national and international levels. One of such annual program is International Conference on Clinical Pharmacy (CPCON). Clinical skill development and hands-on training are offered to working pharmacists, Clinical Pharmacy training for national and international students and Clinical Research Support.

Click to view Regulations for MPharm Pharmacy Practice programme

Key features:

Best-in-class infrastructure
Internationally trained faculty
Accomplished Alumni in key positions all over the world
More than 20 years of experience in Clinical Pharmacy education and practice
International student exchange programs
Peripheral centre of Pharmacovigilance Program of India
Periodic Safety Update Report (PSUR) coordinating centre of Kasturba Hospital
Collaborations with universities abroad
Industry-standard data analysis software
Continuing Pharmacy Educational Programs
Community outreach programs
DigiDose - a quarterly newsletter

Core competencies:

Pharmaceutical care services
Drug and poison information services
Pharmacovigilance
Pharmacometrics
Pharmacogenomics
Pharmacoeconomics
Clinical Toxicology
Clinical Research
Clinical Translational Research
Antibiotic stewardship
Pharmacoepidemiology
Drug Utilization and Evaluation
Systematic review and Meta-analysis
Out-come studies in critical care (Risk assessment and prediction modeling)

COLLABORATIONS

International level

National Institute of Health, USA
University of Southern California, USA
University of Kentucky, USA
Griffith University, Australia
AIMST University, Malaysia
RAK College of Pharmaceutical Sciences, UAE

National level

All India Institute of Medical Sciences, Jodhpur
All India Institute of Medical Sciences, Bhopal
Tata Memorial Hospital, Mumbai
Magna Healthcare, Bangalore
Anthem Biosciences, Bangalore
Nerve 24, Mumbai
Novartis Healthcare, Hyderabad
Muscle Infotech, Bangalore
Medorganics, Bangalore

PharmD, PharmD (PB) and MPharm in Pharmacy Practice

1. PharmD Program: A six-year professional program leading to a Doctor of Pharmacy degree. This course is unique because it combines the development and application of advanced Clinical Pharmacy skills with contextual research. The program emphasizes an integrated, problem-based approach to disease management, which constitutes the core of the didactic study plan. PharmD comprises of five years of classroom/hospital-based didactic study and a research project followed by one-year’s internship. Core subjects include Pharmacotherapeutics, hospital and Community Pharmacy, Clinical Pharmacy, Clinical Toxicology, Clinical Research, Pharmacoepidemiology and Pharmacoeconomics, Biopharmaceutics and Pharmacokinetics, Biostatistics and Research Methodology and Clerkship. The first batch graduated in June 2014.

PharmD Programme Educational Objectives [PEOs]

PharmD Programme Outcomes [POs]

PharmD Course Outcomes [COs]

2. PharmD (PB) Program: A three-year program, which includes two years of didactic study (similar to Pharm D), a research project and one-year internship, empowers practicing pharmacists to assume leadership roles that drive professional enrichment. The first batch graduated in August 2011.

PharmD-PB Programme Educational Objectives [PEOs]

PharmD-PB Programme Outcomes [POs]

PharmD-PB Course Outcomes [COs]

3. MPharm- Pharmacy Practice: Four semesters (Two academic years) of Curriculum constitutes two semesters of classroom/hospital-based didactic study (the abbreviated and intensive version of PharmD curriculum), followed by two semesters of research work. The broad curriculum offers extensive opportunities that lead to careers in health systems, community Pharmacy, pharmaceutical companies, government, and other public sectors, as well as academic careers. The first batch graduated in 2003.

MPharm Pharmacy Practice Programme Educational Objectives [PEOs]

MPharm Pharmacy Practice Programme Outcomes [POs]

MPharm Pharmacy Practice Course Outcomes [COs]

4. Certificate Course in Translational Research: One week of the course covers fundamentals and hands-on training in translational research from bench-to-bed and vice-versa offering two credits. The first batch started in 2019. For more details, click here

5. Certificate Course in Heath Data Analysis using "R": Four weeks of the course covers theoretical grounding and hands-on experience in health data analysis using the R software platform offering two credits. The first batch started in 2022. For more details, click here

6. Certificate Course in Meta-Analysis and Meta-Synthesis: Four days of the course covers fundamentals and hands-on training performing metanalysis and metasyntesis using various softwares offering two credits. The first batch started in 2023.

PHARMACY PRACTICE SERVICES

1. Medication Therapy Management: Customized educational interventions to prevent underutilization, overutilization, inappropriate use, and abuse of certain drugs.

2. Patient Counseling: Our services go well beyond evaluating patients’ drug profiles. Motivational interviews investigate why patients take medications improperly, break communication barriers with patients and improve their health outcomes by enhancing compliance with physicians’ recommendations.

3. Drug Information Services : Provides timely, evidence-based drug information to promote safe, rational use of medications.

4. Clinical Toxicology Services: The services include poison information and Toxicology screening for accidental and intentional overdoses of medicines, illicit drugs, and toxins.

5. Medication reconciliation : Compares patient's medication orders to medication history and helps avoid errors of omission, duplication, incorrect doses or timing and adverse drug-drug or drug-disease interactions.

6. Pharmacovigilance (Adverse drug reaction (ADR) monitoring and reporting): Ensures patient safety and involves causality assessment of Adverse Events, ADR reporting, and monitoring. We assist clinicians in the prevention and management of ADRs

7. Periodic Safety Update Report (PSUR): Periodical reporting of the complete safety experience of newly introduced drugs to regulatory authorities. This is a critical component of a nation-wide program for post-marketing surveillance (Phase-IV study). PSUR helps DCGI to make accurate and unbiased decisions for implementing drug safety. Our Department is the PSUR coordinating centre for Kasturba Hospital, Manipal. We also publish a quarterly PSUR Newsletter.

8. Health Screening Program: Enhances access to screening services to the poor. Our services include monitoring of blood pressure, blood cholesterol, body mass index, and blood glucose.

9. Community Outreach Program: Provides an opportunity to participate in several community health programs round the year, including immunization, patient safety, and health education, to raise awareness about drug use and abuse.

10. Continuing Pharmacy Education Program: We periodically organize workshops, seminars, symposiums and conferences at the national and international level. Clinical skill development and hands-on training are offered to working pharmacists

11. Clinical Pharmacy training for national and international students: We collaborate with many international universities through faculty/student exchange programs. Students from the United States, France and Seychelles and many Indian students from other universities/colleges receive training in Clinical Pharmacy services in our department.

12. Clinical Research Support: We implement, conduct and monitor Clinical Research, support physicians and other healthcare professionals in framing/executing research protocols and publishing research findings.

CAREER OPPORTUNITIES

The demand for trained pharmacy professionals has significantly increased in recent years due to the phenomenal growth of the health care services/ pharmaceutical industries. An ageing population, rising trends in chronic illnesses, enhanced insurance cover and higher disposable income are major contributing factors. Pharmacists are becoming more actively engaged in drug therapy decision-making and pharmaceutical care. There is a rising demand for pharmacists in a wide variety of occupational settings.

Following are some of the numerous and diverse career options available to PharmD/ MPharm (Pharmacy Practice) graduates.

1. Clinical Pharmacy Practice:

Pharmacists are increasingly partnering with physicians in assuming responsibility for medication therapy management, especially in chronic diseases such as diabetes, asthma, hypertension. Specialists are emerging in paediatrics, critical care, cardiology, surgery, psychopharmacol, neurology, infectious diseases, and drug information.

2. Community Pharmacy:

Community pharmacists often constitute the first line of health care. In addition to dispensing medications and monitoring patients for adverse effects and drug interactions, pharmacists provide important counseling services in the choice of over-the-counter medications, referrals to other healthcare providers and healthcare screening programs.

3. Public Services:

State and Central Government Agencies such as State Pharmacy Councils, Central Drugs Standard Control Organization (CDSCO), Indian Pharmacopoeia Commission (IPC) require skilled pharmacists as regulators.

4. Home Healthcare:

Patients formerly treated in a hospital setting are now receiving professional home care. PharmD/MPharm (Pharmacy Practice) graduates can dispense medication, and assist in the administration of intravenous antibiotics, pain management medication, and chemotherapy. Pharmacists can potentially follow practices already prevalent in developed countries in monitoring the patient’s progress, adjusting therapy as needed.

5. Hospital Pharmacy:

Pharmacists in hospitals have a tremendously expanded role within this traditional role. Pharmacist manages operations and plays a decisive role in Pharmacy administration.

6. Managed care:

Popular in developed countries, managed care is a cost-effective, comprehensive and integrated health care plan that emphasizes preventive care. Optimization of drug therapy, development of drug information, evaluation of therapeutic protocols, patient consultation and reducing avoidable hospital visits dominate the managed care environment.

7. The Pharmaceutical Industry:

The Pharmaceutical industry recognizes the need for technical proficiency among product development personnel. Additionally, skills in research and development provide numerous opportunities. Pharm Ds and M Pharms are actively recruited by major pharmaceutical manufacturers for managing pharmacovigilance, Clinical trials, medical writing, medical affairs, etc.

8. Pharmacoeconomics:

Society’s demand for experts in pharmaco-economics is steadily increasing. Governmental agencies, health insurance providers, professional associations, hospital administration departments, health care consultancy organizations, pharmaceutical companies are likely to recruit more experts in pharmaco-economics.

9. Pharmacy Education:

PharmD curriculum offers a strong foundation in health sciences. PharmD graduates regularly join various colleges that impart Clinical Pharmacy education and research.

10. Specialized Area Opportunities:

Pharmacists with expertise in specialized areas such as consultancy, legal practice, drug information, poison control, and Pharmacy affairs are gaining ground with time. PharmD and MPharm graduates can pursue a PhD to enter academic professions.

11. Research and Postdoc Opportunities:

PharmD graduates are eligible to directly join for Postdoc program in various foreign universities.

12. Foreign Pharmacy Licensure Examinations:

PharmD and MPharm (Pharmacy Practice) graduates are eligible to write various foreign Pharmacy licensure examinations including in the USA. It is one of the mandatory components of the licensure process of most of the Western countries and is used by the boards of Pharmacy as part of their assessment of a candidate’s competence to practice as a pharmacist.

The department offers MPharm in Pharmacy Practice (since 2001), PharmD and a bridge course viz. Post-baccalaureate (PB) PharmD for BPharm graduates (since 2008). We also run a Doctoral program.

The research department includes pharmacogenomics, pharmacometrics, pharmacoepidemiology, pharmacoeconomics, and clinical translational research. Several governmental funding agencies such as ICMR, DST, and AICTE provides funds for research activities.

Pharmaceutical care

Moto of the department is to provide patient care and safety related to medicine use. In order to achieve the goal, round the clock clinical pharmacy services are offered.

Clinical Pharmacy Conference

CPCON is an annual international clinical pharmacy conference organized by department of pharmacy practice since 2016. More than 700 delegates from 50 from national and international pharmacy colleges are participating each year.

Dr Leelavathi D Acharya

Additional professor.

Dr Sreedharan

Associate professor.

Dr Vijayanarayana Kunikatta

Dr Surulivel Rajan M

Professor & head.

Dr Radhakrishnan Rajesh

Labs & facilities.

Department of Pharmacy Practice is equipped with well developed tertiary care hospital, well established drug information and patient counseling centre.

The department is equipped with industry standard software packages such as SPSS-20, Phoenix WinNonlin 8.1, and MedCalc, GraphPad Prism for clinical and pharmacokinetics data analysis for evidence synthesis; and drug information resources like Micromedex.

Centre for Toxicovigilance and Drug Safety

The department runs the 'Centre for Toxicovigilance and Drug Safety' established under MAHE as one of the Centres of Excellence.

Research & Publications

The areas of research include: • Adverse Drug Reactions • Periodic Safety Update Report (PSUR) • Drug Utilisation Studies • Pharmaco-economics Studies • Health Outcome Studies • Clinical Toxicological Studies • Therapeutic Drug Monitoring • Pharmacokinetics and Dynamics

Testimonials

“During high school, I realized that I wanted to pursue a career in biological sciences. I came across MCOPS’s student handbook, which details the program. I was so awe-struck that I applied immediately. In hindsight, it was the best decision I have taken to date. The professors are exemplary and the infrastructure brilliant. Manipal prepares you for the world. Not just for your career but cares for the holistic growth of the students. If you are thinking about pursuing a PharmD, Manipal is the place to be. It is miles ahead of the competition in every aspect. Look no further and be inspired by life!”

Dr. Ashwin Karanam

PharmD (PharmD: 2010- 2016) PhD Student (Angela Birnbaum Lab) Center for Clinical and Cognitive Neuropharmacology Department of Experimental and Clinical Pharmacology University of Minnesota, Minneapolis, USA

“The faculty at the department are exceptional and uncompromising to see their students succeed. I must mention, my faculty members are my extended family. Further, unparalleled access to the clinics [Kasturba Hospital], central library, and other infrastructure at the department provides students with every possible opportunity to broaden their skill set. Lastly, the congenial culture and serenity of the campus imbues confidence and unlocks hidden social potential. I congratulate every new student for choosing MCOPS and wish nothing but a wonderful learning experience. I am curious to see you all succeed”

Dr. Jagadeswara Rao Earla

PharmD, MBA, PhD (PharmD(PB):2009-2012) Postdoctoral Fellow Pharmaceutical Health Outcomes and Policy University of Houston, Houston, Texas, USA.

“The clinical experience and the basic research exposure from the Department of Pharmacy Practice had helped me adapt quickly and be confident in my job role. I do realize that the department had a significant role in shaping my personality and had always been approachable and supportive”

Dr. Kavitha Elsa Varghese

PharmD (PharmD: 2012-18 Batch) Health Economics & Market Access Executive Yes2Treatment Pvt.Ltd, Bangalore

“Getting a postdoctoral fellowship wouldn't have been possible if it weren't for the faculty of MCOPS, especially the strong support and constant guidance of professors of the Department of Pharmacy Practice, MCOPS. The ardent and profound practical exposure I have imbibed here would not have been possible at any other institution in India, especially when it came to Pharmacometrics, so trust me when I say that this is the place where dreams come true.”

Dr. Mitali Gaurav

PharmD (PharmD: 2011- 2017) Pharmacometrician Cognigen-A Simulations Plus Company Lancaster, California, USA

“With the constant support and guidance of the department, I not only succeeded in my academics but was also able to discover my career path, which led me to pursue higher studies in the United States. The department provides adequate resources and quality education to its students and enables them to be academically independent and extremely collaborative. Both academic and research experience that I gained in the department has helped me pursue becoming an independent researcher. There is no doubt that the education I received at the department has shaped and advanced my research career.”

Dr. Shivanshu Awasthi

PharmD, MPH (PharmD: 2008 - 2014) H Lee Moffitt Cancer Center & Research Institute Tampa, Florida, USA

"I believe studying pharmacy practice has helped me gain confidence in understanding the nuances of pharmacotherapy. Pharmacy practice is a holistic course that deals with all aspects of pharmacy when applied practically. While I embraced the role of a clinical research professional, enhancement of my skills has been possible due to the strong foundation instilled during the two great years of studying pharmacy practice where I could interact with many professors in departments of medicine, pharmacy, forensic science and many more gaining the right knowledge in approaching the patients with diagnosis, treatment, and respect."

Mr. Suraj Madhavan

(B.Pharm : 1996 – 2001; M.Pharm: 2002-2004) Co-Founder and Chief Operating Officer Innvocept Global Solutions, Bangalore

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PhD Pharmacy 2022: Course, Admission, Top colleges, Scope, Syllabus

Shruti Sharma

Content Curator

23 April, 2024 : Bennett University Admission 2024 is Open for Ph.D Programs. Apply till June 10, 2024.
20 April, 2024 : MHT CET 2024 Admit Card is Released for PCM Group. Check Here.
20 April, 2024 : THSTI Ph.D Admission 2024 is Open till April 30, 2024.
16 April, 2024 : Integral University UG and PG Admission 2024 is Open. Apply Now.
12 April, 2024 : MIT-WPU Ph.D and BA Admission 2024 is Open till May 31, 2024.

PhD Pharmacy is a 3 to 5 years research based course through which scholars gain an in-depth understanding of a specialized subject related to pharmacy sciences.

To be admitted to a PhD programme, you must have a PG degree. In some fields, completing a master's degree in philosophy (M.Phil.) is required before beginning a PhD programme.

Admission to PhD courses is usually entranced-based. Some institutes, however, may conduct admission through merit-based evaluation. Universities may conduct entrance exams of their own or the National level exams like UGC NET can be employed by them.

Phd in Pharmacy

Table of Content

Ph.D. Pharmacy Course Highlights

About the ph.d. pharmacy course, ph.d. pharmacy admission process, ph.d. pharmacy eligibility, ph.d. pharmacy entrance exams, ph.d. pharmacy syllabus, ph.d. pharmacy top colleges in india, ph.d. pharmacy jobs, ph.d. pharmacy faqs.

Some of the top institutes offering PhD Pharma are the National Institute of Pharmaceutical Education and Research, Mohali, Institute of Chemical Technology, Mumbai, Manipal College of Pharmaceutical Sciences, Manipal, Indian Institute of Technology, Varanasi, etc.

The PhD Pharmacy makes candidates highly employable and various job profiles like Researcher, Pharmacist, Biomedical scientist, Pharmaceutical Sales Representative, Analytical Chemist, Assistant Professor are available to them with average annual salaries ranging between INR 2 LPA - INR 10 lacs.

PhD Pharmacy is a subject that focuses on the methods for making and dispensing medications.
Students pursuing a Pharmacy degree will understand how various medications influence the human body and mind, as well as how they interact when combined.
A PhD in Pharmacy is a research-based degree focusing on the topics of metabolism and biostatistics, infectious disease, human pharmacology, and therapeutics.
This course will educate you to employ sophisticated research abilities in relation to new drug discoveries, medical breakthroughs, and the process of distribution to consumers, i.e., patients.
Candidates who have a knack for problem-solving, the capacity to think clearly and methodically and possess skills aligning with research and analysis are most suitable for the course.

In the majority of India's leading universities, admission to PhD pharmacy programmes is dependent on national or state-level entrance exams. At the same time, some other institutes and universities perform merit-based evaluations for PhD admissions.

Personal interviews performed by the respective department teachers of the institutions are frequently undertaken prior to admission to this programme.

To be admitted to a PhD programme, you must have a master's degree. In some fields, completing a master's degree in philosophy (M.Phil.) is required before beginning a PhD programme.
Candidates must have a master's or equivalent degree in any field of science in a relevant discipline of pharmacy or equivalent with at least 60% aggregate and be entitled to receive a Junior Research Fellowship after completing the CSIR/UGC NET, DBT JRF Examination (a category) and being eligible for an interview.

Ques. Can I do an MBBS after a PhD?

Ans. There is no way to go into MBBS if you have a PhD in pharmacy. Yes, you can enrol in MBBS after passing the medical entrance examinations with a grade of 12th.

Ques. Is it possible to get a JRF in PhD Pharmacy?

Ans. Yes. To be eligible for a JRF, or Junior Research Fellowship, you must first pass the NTA-UGC NET or the CSIR NET with a good score. However, it is also dependent on the specific university.

Ques. To teach Pharmacy subjects in Indian colleges and universities, what qualifications do I need?

Ans. To teach Pharmacy courses in Indian colleges and universities, you must have passed the UGC-NET or CSIR-NET examinations and have a PhD in any pharmacy course specialisation.

Ques. Can I do a PhD in pharmacy abroad?

Ans. Following your Master in Pharmacy, you can apply for a PhD abroad. In many countries, you can apply for a PhD without taking any tests such as the TOEFL, IELTS, or GRE. Also, complete scholarships are available in nations such as Australia, Germany, the United States, and New Zealand, among others, however, this is dependent on the student's profile.

Ques. Can I do a PhD after PharmD?

Ans. Pharm. D graduates are eligible to directly pursue Ph. D after they have completed their Pharm. D degree.

Ques. Is a master's degree in pharmacy required for admission to PhD programmes in pharmacy?

Ans. Yes. Some Indian colleges that offer PhD Pharmacy programmes only accept students who have earned an MPharm from a recognised institute with a minimum aggregate grade of 55 per cent. Other institutes, on the other hand, accept students with an M.Sc degree.

Ques. Can I go on to get a doctorate in pharmacy after graduation?

Ans. No, following post graduation, you will not be able to pursue a PhD in Pharmacy.

Ques. Is it possible for me to pursue both an MPhil and a PhD in pharmacy at the same time?

Ans. Yes. Several Indian universities and institutes offer combined MPhil and PhD pharmacy programmes. The availability of course specialities and duration, however, may vary.

Ques. With a doctorate in pharmacy, can I work as a Pharmaceutical Scientist?

Ans. The answer is no. A PharmD, or doctorate in pharmacy, is a degree that qualifies a person to work as a pharmacist. A degree in pharmacology, such as a PhD, is required to work as a Pharmaceutical Scientist.

Ques. Is it possible to pursue an MBA after earning a PhD in pharmacy?

Ans. Yes, after finishing a PhD in pharmacy, you can pursue an MBA.

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Pioneer department to start the degree level pharmacy education in the Country and in South-east Asia.
Introduced first ever 5-year IDD (B Pharm & M Pharm) programme in 2006.
Introduced new research-based, innovative UG (B Tech, Pharmacy) and IDD (B Tech & M Tech, Pharmacy) curriculum in 2014.
Implemented a new PG (M Pharm) curriculum from 2017-18

With the inspiration of Late Mahamana Pandit Madan Mohan Malaviya and with the untiring zeal and enthusiasm of Late Professor M.L.Schroff (Father of Pharmacy Education in India), this Department was established as early as in 1932. This is the first Institution in the country to start the Degree level Pharmacy Education and can claim to be the pioneering center for Pharmacy Education in the Asian, African and Far-East region of the world. Students graduated from this Department have spread over US, Europe, UK, Malaysia and other countries.. Read More

Department of Pharmaceutical Engineering and Technology

Pharmaceutics is concerned with the design and development of suitable dosage form for a drug and strategies to deliver the drug to the desired site of action in the body. The state of the art design of a stable, safe and effective pharmaceutical drug formulations including .

Pharmaceutical chemistry, an amalgamation of basic chemistry and life sciences, is a multidisciplinary field that deals with the principles and applications natural, synthetic, computational and analytical chemistry in the discovery of chemical therapeutics for the prevention and cure of life threatening diseases. This is one of the major areas of drug discovery that caters the ever-increasing demand of new drug molecules for the effective medical practice against various diseases and disorders. The pharmaceutical chemistry specialization of the department provides instructional and research training to the students in the areas of drug synthesis, characterization, drug testing.

Pharmacology deals with the effect and fate of drugs in the biological system. Pharmacology is a multidisciplinary area which requires expert knowledge of anatomy,.

Pharmacognosy deals with scientific study of crude drugs from plants, animals, microbes and minerals. It includes quality control, standardization, isolation & characterization.

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UB Pharmacy travels to state capital for Pharmacy Lobby Day

Published April 22, 2024

UB SPPS faculty, students, alumni and Walgreens pharmacists at Pharmacy Lobby Day in Albany.

On April 15, students, faculty and alumni from the University at Buffalo School of Pharmacy and Pharmaceutical Sciences (UB SPPS) traveled to Albany on Pharmacy Lobby Day to advocate for the profession of pharmacy.

Pharmacy Lobby Day in Albany is an annual event providing PharmD students and pharmacy professionals the opportunity to meet face-to-face with their respective assemblymembers and legislators to discuss issues impacting pharmacists and to educate legislators on how pharmacy legislation will ensure New York State residents receive the best care.

Our Student Pharmacists' Association of Western New York (SPAWNY) and our student chapter of the Pharmacists Society of the State of New York (SPSSNY) organized this year’s event and nearly 30 students, five faculty and two alumni made the trip to Albany. Thanks to Walgreens for their sponsorship and support of travel expenses.

“Pharmacy Lobby Day gives us the opportunity to see firsthand what it takes for legislation to change for the pharmacy profession,” says Sophia Osmond, PharmD ’25, SPAWNY president and SPSSNY vice president. “Speaking directly to the legislators allows us to make connections and enlighten legislators on why we seek these changes. We hope to provide a unique perspective that comes from students who want to practice at the top of our profession because we want the ability to provide the absolute best quality care to our patients.”

Meetings occurred with Assemblymember John T. McDonald, Senators Dean Murray, Robert Ortt, Alexis Weik, Pamela Helming, Thomas O’Mara, John Mannion, Joseph Addabbo, Jr., George Borrello, James Tedisco, Peter Oberacker and Shelley Mayer, the offices of Senators Patrick Gallivan, Jessica Scarcella-Spanton, Anthony Palumbo, Timothy Kennedy, Jonathan Rivera, and the offices of Assemblymembers Phillip Steck, Mary Beth Walsh, Andrew Hevesi, Karen McMahon and Crystal Peoples-Stokes to advocate for the following legislation:

Pharmacist CLIA-Waved Testing (S3467A, Rivera/ A6627B, McDonald): amend public health and education laws to include pharmacists as qualified healthcare professionals to order and administer certain Clinical Laboratory Improvement Amendments (CLIA)-waived tests. This would allow pharmacists to perform clinical laboratory tests on patients to expedite health assessment, diagnosis or treatment of disease.
Expanded Access to Treatment (S7839, Rivera/ A8596, McDonald): allow pharmacists to begin the initial stages of care following a positive test result for COVID-19, Streptococcal A and Influenza to patients in accordance with New York State Department of Health protocols. The bill includes requirements for pharmacists to communicate case information and treatment provided to a patient’s designated provider as well as referral protocols and requirements for pharmacists to provide patients with available primary care providers to ensure continuity of care.
Registered Pharmacy Technician Practice (S8545, Cooney/ A9251, Solages): expand the practice of registered pharmacy technicians in New York State, allowing registered pharmacy technicians to practice in all pharmacy settings and authorizes registered pharmacy technicians to do compounding and to administer vaccinations under the direct supervision of licensed pharmacists.

PharmD students from Albany College of Pharmacy and Health Sciences, Touro College of Pharmacy, Long Island University College of Pharmacy and St. John Fisher Wegmans School of Pharmacy also attended the legislative sessions.

UB SPPS faculty, students and alumni meeting with legislators during Pharmacy Lobby Day in Albany.

For over 135 years, the University at Buffalo School of Pharmacy and Pharmaceutical Sciences has continually been a leader in the education of pharmacists and pharmaceutical scientists, renowned for innovation in clinical practice and research. The school is accredited by the American Council of Pharmaceutical Education and is the No. 1 ranked school of pharmacy in New York State and No. 19 in the United States by U.S. News & World Report.

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

PhD Excellence Initiative

A campus-wide, student-centric effort to ensure that UB’s PhD programs remain among the strongest in the world.

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Published: 19 April 2024

Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice

Alice Campbell 1 ,
Tina Hinton 1 , 2 ,
Narelle C. da Costa 1 ,
Sian E. O’Brian 1 ,
Danielle R. Liang 1 &
Nial J. Wheate 1

BMC Medical Education volume 24 , Article number: 421 ( 2024 ) Cite this article

172 Accesses

Metrics details

This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree.

Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo.

This study included 164 pharmacy students enrolled in a BPharm (79.3%, n = 130), BPharmMgmt (1.2%, n = 2), or MPharm (19.5%, n = 32). Of the students, 54% ( n = 88) were men, 81% ( n = 133) were domestic students, 15% ( n = 24) transferred from another degree program, and 38% ( n = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program ( P = 0.0002) or failed more than three units of study (UoS; P < 0.0001). The most commonly failed UoS were related to organic or pharmaceutical chemistry, and the top student self-reported reasons for poor performance was stress/anxiety, physical health, and depression.

Pharmacy schools should aim to address student foundational knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better services to address student mental health.

Peer Review reports

Introduction

A student’s academic performance in higher education is typically defined by their achievement of learning outcomes and demonstration of their ability to apply the concepts taught. Measurement of these attributes can include assessments, quizzes, role plays, field work, practical placements, workshops, tutorials, laboratories, and examinations. In most higher education programs, a minimum standard of academic achievement is required in order to progress through the course, to ensure the student has gained adequate knowledge and skills, and that they have achieved the specified learning outcomes. In this regard, poor academic performance can be defined by instances where a student fails to meet the expected minimum academic standard. Usually this comprises a minimum overall score in a subject and/or passing a specific barrier assessment, which is ultimately linked to their retention or attrition.

Understanding the key determinants of student success, failure, retention, and attrition has become increasingly important for higher education institutions, and has been the subject of extensive research over the past few decades. Early studies on student attrition focused primarily on student characteristics [ 1 ], before attention shifted to interactions between the student and their institutions. Prominent researchers, including Spady [ 2 , 3 ], Tinto [ 4 , 5 ], and Bean [ 6 ] proposed models to explain the interplay between academic and social integration leading to underperformance, and eventually, attrition. More recently, interest has increased in examining student engagement [ 7 , 8 , 9 ], where the student and institutions have a joint responsibility for academic success. To be successful, a student needs to participate, and higher education institutions need to provide an appropriate learning environment, opportunities, and support [ 10 ].

Studies on the key determinants of student underperformance reveal an array of contributing factors. Recent systematic reviews on underperformance and dropout rates show that key determinants fall into categories relating to the institution, personal life, demographics, and social integration [ 11 , 12 ]. Within higher education institutions, studies have found that an academic’s professional knowledge and pedagogical skills, along with the institution’s learning resources, course structure, and environment, are key factors that influence academic performance and non-completion [ 13 , 14 , 15 , 16 , 17 ]. Teaching methods that higher institutions adopt have also been evaluated, with student-centered approaches that encourage active learning resulting in better performance when compared with a traditional teacher-centered approach [ 15 , 16 ].

In terms of individual factors, studies have found a lack of effort, distraction, poor time management, and no longer being interested in the course as having a negative impact on academic performance [ 14 , 15 , 18 , 19 ]. Active learning (e.g. self-quizzes, completing problem sets, and explaining concepts) has been found to yield better academic outcomes when compared with passive learning (e.g. reading lecture slides or class notes, watching lecture videos, and reading textbooks) [ 20 , 21 ]. In the same study, how early a student studied in relation to their exam did not affect their outcome, whereas students who were more distracted during the time they allocated for study, performed worst [ 20 , 22 ]. Education-related stress, poor mental health, exam anxiety, and sleep quality are also factors found to cause poor performance [ 23 , 24 , 25 , 26 , 27 ]. Other studies have shown that part-time students and those who have previously failed subjects are at risk of further poor performance and attrition [ 17 , 28 , 29 ]. Social factors including cyberbullying [ 30 ], homesickness for international students [ 31 ], and excessive socialising [ 16 ] also have a negative effect on academic performance.

Working status was found to negatively impact academic performance [ 27 ], where poor academic outcomes were correlated with a longer time spent at work [ 16 , 28 , 32 ]. Many studies have associated the lower socioeconomic status of students and their family, or financial strain with poor academic performance [ 27 , 28 , 29 ]; whereas, other studies have shown that students in families where one parent has attended higher education tend to achieve higher grades [ 31 ]. Some studies have found men and minority students are more at risk of poor performance [ 31 , 33 ]. Part-time students are much more likely cite work and family responsibilities as reasons for stopping their studies [ 17 ]. Research on students whose first language is not that of the higher education institution is mixed, with some confirming it to be a key attributor to underperformance [ 34 , 35 , 36 ], along with students with a migrant background or who are first-generation university attendees (commonly referred to as first-in-family) [ 31 , 37 , 38 ]. In contrast, other studies have found that academic performance of international students was similar, or better, than domestic students [ 39 , 40 ].

A government panel in Australia reported that the leading drivers for non-completion in higher education are both institution-related (learning environment, an academic’s ability to teach, student to staff ratios, student engagement, and support services) and student-related (health, finance, and personal responsibilities) [ 41 ]. A survey conducted by the Australian Bureau of Statistics (ABS) identified the top three reasons for attrition for students studying a bachelors degree to be: loss of interest, employment/financial reasons, and personal reasons (health, family, or other personal reasons). For postgraduate courses, reasons for attrition were highest in the order of personal reasons, employment/financial, followed by loss of interest [ 42 ].

Where a student has underperformed, they may be offered remediation assessments; to re-enroll and attempt the entire subject again, which may result in a delay in degree completion; or in some cases, be excluded from reenrolling into the same course for a period of time [ 43 , 44 ].

Consequences of poor performance vary across higher education institutions and may depend on the reasoning provided, extent of underperformance, and number of failed subjects. Key stake holders impacted by poor performance and attrition from higher education can include the students and their families, the higher education institution they are enrolled in, their community workforce, and government. Non-completion directly impacts the funding and reputation of an institution [ 17 , 45 , 46 ]. In Australia, where the cost of higher education for domestic students is subsidised by the federal government, non-completion incurs a direct cost to both the student and the tax-payer. The cost to the student includes lost time, psychological health, student debt, and forgone income [ 9 ]. From the perspective of workforce planning, a delay or non-completion of study reduces the number of employees entering into the workforce, and can lead to workforce shortages and place a burden on those currently in the field.

There are many studies that have examined the key determinants for student success or underperformance and attrition in health; however, most have focused on nursing or medical education [ 13 , 15 , 47 , 48 , 49 , 50 ]. Consequently there are limited studies that have examined the rate and reasons for attrition within pharmacy degrees. Being a degree known to be difficult in technical content, and which requires students to achieve a high level of competence, it is important to investigate reasons for attrition and potential opportunities for improvement in student teaching and engagement.

In this study we analysed 10 years of demographic data and responses to why academic progression requirements had not been met in a cohort of students enrolled in a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree at The University of Sydney. Our aim was to understand the key determinants for poor performance within this group of students and identify opportunities for policy and practice to reduce underperformance in the future.

Approval for this study was granted by the Human Research Ethics Committee of The University of Sydney (2022/815).

Data collection

The inclusion criteria for this study were students enrolled in a BPharm, BPharmMgmt, or MPharm degree between the period of 2008 and 2018 (inclusive), who were required to provide a minimum of one show cause at any stage of their study. Data collected on each student included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank (ATAR) upon entry, which is a percentile score that ranks Australian students finishing secondary school in relation to their academic achievement [ 51 ]; previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark (WAM) at last show cause or graduation (WAM is an average grade score indicating a student’s overall academic performance over the course of their degree and is similar to a grade point average) [ 52 ]; whether they graduated; and, the number of years they spent studying the degree. Whether those students who had graduated were currently registered as a pharmacist in Australia was retrieved using the Australian Health Practitioner Regulation Agency online registry list [accessed in 2023].

Data analysis

Researchers Da Costa, O’Brien, and Liang collected, screened, and de-identified the data, and researchers Campbell, Hinton, and Wheate analysed the data. Descriptive statistics, including mean ± SD, median, and frequencies (count and percentage) were calculated using Microsoft Excel. Mann-Whitney U tests were undertaken in GraphPad Prism 9.0 (GraphPad Software, Boston, MA, USA) to ascertain any differences between ATAR scores. Chi Square analyses were undertaken in GraphPad Prism 9.0 to compare categorical data including differences between men and women, domestic and international students, transferring and non-transferring students, and graduating and non-graduating students.

Written show cause responses were transcribed by Campbell and uploaded into NVivo (1.5.1) software (QSR International, Massachussets USA). The show cause responses were analysed reflexively using inductive thematic analysis procedures [ 53 ].This involved manually reviewing each show cause response to identify emerging themes relating to the reasons stated by the student for their poor performance. From the themes identified, a total of 43 codes were generated based on the ideas, trends, and content. Coding was conducted in a theory-driven manner, seeking to code information referencing the specific themes arising from the show cause response [ 53 ]. Themes were guided by the frequency of mention, and reported in the results if there was more than a single mention. The frequency of the subthemes was analysed to demonstrate the prevalence of stated factors that the student believed led to their poor performance.

Show cause process

Pharmacy students who do not meet the progression requirements of their degree enter one of three stages of academic intervention (Fig. 1 ). Triggers for a student not meeting the requirements for progression include: awarded a fail grade in over 50% of total units of study (subjects; UoS) taken in a semester or teaching period; an average grade (WAM) less than 50 across all UoS in a semester or teaching period; failing one, or more, barrier or compulsory UoS which includes CHEM1611, CHEM1612, PHAR2822, and any 3000 or 4000 level UoS for BPharm/BPharmMgmt; and any single UoS for MPharm; any practical component (e.g. field work or clinical work), failing the same UoS twice, having unsatisfactory attendance, or exceeding the maximum time limit allowed for the degree to be completed.

Students who fail to meet progression requirements for the first time are placed on Stage 1 of the at-risk register at which point they receive a letter from the Faculty of Medicine and Health, and are advised to complete a ‘Stay on Track’ survey and information session. At the discretion of the Associate Dean of Education, some students at Stage 1 may be required to consult an academic adviser. If a student is enrolled in a degree with a duration of less than two years full-time (e.g. MPharm), they are advised that should they fail to meet progression requirements in the following semester, they would be asked to ‘show good cause’ in order to be allowed to re-enrol in the same program; that is, they would be excluded from the degree for two years unless they could give reasons for why they should be allowed to remain studying. They are also recommended to speak to an academic advisor.

Stage 2 is triggered for a student in a 4 or 5 year undergraduate degree program (e.g. BPharm and BPharmMgmt) if they fail to meet progression requirements after being placed on Stage 1 in the previous semester, at which point the faculty sends a letter, advising the student to complete the ‘Staying on Track’ survey if they had not yet done so, and to consult an academic adviser. Stage 3 is triggered if a student fails to meet progression requirements a third time, or fails the same compulsory or barrier UoS, or any practical component twice. Students on Stage 3 are required to ‘show good cause’ and provide reasonable evidence to be allowed to re-enrol into the degree program.

The three at-risk stages of academic intervention for students who fail to meet course progression requirements. Show cause is required at Stage 2 (MPharm) or Stage 3 (BPharm/BPharmMgmt) in order to re-enrol

Demographics

In total, 164 pharmacy students received at least one show cause notification between the period of 2008 to 2018 (inclusive) and were enrolled in a BPharm (79.3%, n = 130), BPharmMgmt (1.2%, n = 2), or MPharm (19.5%, n = 32) degree (Table 1 ). Of the students, 54% ( n = 88) were men, and 81% ( n = 133) were domestic students.

Students who transferred from another degree program made up 15% ( n = 24) of the sample, and were a median two years older than those who did not transfer (median age 21, range 19–43 years). All students who transferred from another degree, were enrolled in the BPharm. Ninety-two percent of transfer students ( n = 22) were domestic and 71% ( n = 17) were women.

The age of students at the start of their degree was positively skewed, with a median age of 19 years for BPharm and BPharmMgmt (range 17–43 years). For MPharm, the median age at commencement was 24 (range 20–24) years. The median age of domestic students at the start of their BPharm or BPharmMgmt degree was 19 (range 17–43) years compared with international students at 22 (range 18–33) years. For MPharm, the median age for domestic students at commencement was 24 (range 20–54) years while for international students it was 24.5 (range 22–38) years.

Performance on entry and exit of the degree

The ATAR scores of the students in either the BPharm or BPharmMgmt were not normally distributed ( n = 78, mean ATAR 88.8 ± 4.8) (Supplementary Figure S1 ). The average ATAR required for entry into BPharm and BPharm/Mgmt at the University of Sydney is around 90. Of the 24 students who transferred from another degree program, the ATAR score was available for four students, with an average of 78.8 ± 9.8, including two outliers who had ATAR scores of 67.80 and 74.15. The average ATAR on entry to the degree of the students who graduated was 89.4 ± 3.4, which was similar to those who did not graduate, 88.5 ± 5.4. A Mann-Whitney U test showed this difference was not statistically significant (W = 702.5, p = 0.937).

The proportion of students who graduated after receiving at least one show cause was 37.8% ( n = 62), of which 77.4% ( n = 48) were registered as pharmacists at the time of data collection (Fig. 2 ). One student did not graduate their BPharm; however, they did return and complete the MPharm degree and was registered as a pharmacist at the time of data collection. The median time taken to graduation was 7 (range 1–9) years for students enrolled in the BPharm and 3 (range 2.5-8) years for those enrolled in the MPharm. During the study period, 188 students were enrolled in the BPharmMgmt degree but only two (1.1%) were required to show cause due to poor performance. Neither of those two students graduated.

A WAM score was available for all but three of the 164 students. The overall average WAM either at last show cause, if the student had not graduated, or at degree completion was 52.1 ± 12.0. For students who graduated (38.5%, n = 62), the average WAM was 62.2 ± 5.1, while for those who did not graduate (61.5%, n = 99), the average WAM was 45.7 ± 10.5.

When the proportion of students who graduated was compared across the ATAR bands (Table S1 ), it was evident that show cause students who entered their degree with an ATAR between 85 and 89.99 were more likely to graduate (44%) when compared with those who entered their degree with lower (27%) and higher (25–35%) ATAR scores.

Units failed

Across the cohort, show cause students received between 1 and 8 show cause notifications (Fig. 1 ). When the proportion of students who graduated was compared across the number of show causes received for those who received 1–5 show causes, the rate of graduation ranged from 36 to 50%, while none of the students who received six or more show causes graduated.

Percentage of students who graduated (black) and did not graduate (grey) by number of show causes received

Number of failed UoS

The median number of UoS failed across the three degree programs was 8 (BPharm, range 2–33), 9 (BPharmMgmt, range 5–13), and 5 (MPharm, range 2–12), respectively. In total, 8.5% ( n = 14) students were required to show cause because they failed 2 or 3 UoS, 19.5% ( n = 32) students failed 4 or 5 UoS and 72% ( n = 118) students failed more than 6 UoS. Of the 14 students who failed 2 or 3 UoS, 86% were studying the MPharm degree and the remaining were BPharm students. Students who failed 4 or 5 UoS, were studying a BPharm (66%), BPharmMgmt (3%), or MPharm (31%) degree. The majority of students who failed more than 6 units were studying BPharm (91%), followed by MPharm (8%), and BPharmMgmt (1%). Students who failed 2 or 3 UoS were significantly more likely to graduate when compared with those who failed 4 or 5 UoS, or more than 6 UoS $ (X_2^2=21.86, \text{P}<0.0001)$ (Supplementary Figure S2 ).

Type of failed UoS

The most failed UoS that triggered a show cause across students in the BPharm and BPharmMgmt degrees were a mix of pharmaceutical sciences, chemistry and biology, across the first and second years of the degree programs (Table 2 ). The top five UoS failed were Basic Pharmaceutical Sciences (8.8%, 116/1314 fails; unit code: PHAR1812), Chemistry 1B (Pharmacy) (6.9%, 91/1314 fails; unit code: CHEM1612), Drug Discovery and Design 1 (6.7%, 88/1465 fails; unit code: PHAR2811), Molecular Biology and Genetics (6.5%, 86/1314 fails; unit Code: MBLG1001), and Chemistry 1A (6.2%, 81/1314 fails; unit code: CHEM1611).

For students studying the MPharm, the majority of UoS failed were for pharmaceutical sciences in first year and one specific pharmacy practice unit (PHAR5717) in the second year. The top three UoS failed for MPharm were Pharmaceutical Chemistry 1A (12.6% 19/151 fails; unit code: PHAR5513), Pharmaceutical Science (7.9%, 12/151 fails; unit code: PHAR5515), and Pharmaceutical Chemistry 1B (7.9%, 12/151 fails; unit code: PHAR5516) (Table 3 ).

Gender, transfer and international students

There was no significant difference between the number of men and women who graduated after receiving at least one show cause $ (X_1^2=0.056, \text{P}=0.813)$ . There was also no significant difference in the number of UoS failed $ (X_2^2=2.249, \text{P}\hspace{0.17em}=\hspace{0.17em}0.325)$ or number of show causes received $ (X_6^2=2.829, \text{P}=0.830)$ between men and women.

Students who transferred from another degree program were significantly less likely to graduate $ (X_1^2=13.53, \text{P}\hspace{0.17em}=\hspace{0.17em}0.0002)$ . The likelihood of graduating was not statistically significant different between domestic and international students who received a show cause $ (X_1^2=0.88, \text{P}<0.348)$ (Supplementary Figure S3 ).

Student responses to show causes

There were 293 show causes in total, of which only 141 show cause response letters were available. Reasons given by students for their poor performance could be classified under four major themes: personal life matters, institutional aspects, social integration, and interest in the course (Fig. 3 ). Personal life matters could be further sub-divided into health, study familiarity, responsibilities, and other personal life matters.

The majority of show cause responses attributed poor performance to personal life reasons (87%, 396 responses), followed by institution-related (8.8%, 40 responses), lack of interest in the degree (2.2%, 10 responses), and social integration (2%, 9 responses). The five most mentioned personal life reasons that led to poor performance were stress and anxiety ( n = 63, 45%), physical health ( n = 51, 36%), and depression ( n = 39 28%). This was followed by family health, mentioned 37 times (26%), and reasons relating to employment or financial health, mentioned 33 times (23%). Reasons that related to the institution totalled 40, interest of the course totalled 10, and social reasons totalled 9. Personal life health-related reasons accounted for 41% of show cause responses. These included a combination of physical, mental, and unspecified health issues.

All show cause responses provided by students could be categorised into four major themes. Personal life was subcategorised into health, study skills, responsibilities, and other personal life

Some students identified a lack of study-related skills and study familiarity as a source of underperformance. Reasons included: carelessness in exams, poor study habits, language barrier, being an international student or mature age student, misjudging the course difficulty, overloading, burning out after high school, and being unaware of opportunities to apply for special consideration. Another set of reasons provided for underperformance included: needing to meet responsibilities and commitments for family, friendships, and romantic relationships. A variety of other personal life reasons were provided, which included: employment, finance, transition to independent living or a new country, living environment, distance to travel to the university, needing to relocate, and being physically unable to attend classes.

Student show cause responses that attributed poor performance to inefficiencies within the institution included UoS changes, error or poor timing of exams, dissatisfaction with the course and staff, and unhelpful support. Some students found the UoS content too difficult. Social reasons that lead to poor performance included: bullying, stigma from peers once failing, and homesickness (for those studying abroad). Another reason provided was no longer being interested or committed to the course.

This study investigated the key determinants of underperformance by pharmacy students at an Australian higher education institution. Our findings indicate that across the students enrolled in BPharm, BPharmMgmt, and MPharm degrees, those who had failed more UoS overall, were less likely to graduate. The types of UoS failed were weighted towards chemistry-based subjects, and the most frequent student-reported reasons for poor performance were related to personal health.

Our study also found that students who transferred from another higher education institution were less likely to graduate compared with students who had not transferred. Some studies in the US have found that students who transfer to bachelors programs from similar institutions or community colleges, which are US institutions that only offer two year undergraduate associate degrees that lead to a specific skilled job or can be used to transfer into a bachelor course [ 54 ], experience ‘transfer shock’ where grade point average (GPA) declines at the post transfer institution, which can eventually result in attrition [ 55 , 56 ]. In contrast, other studies have found no significant effects from transfers, and an overall lack of consensus on this as a universal experience [ 57 , 58 ]. A study that examined transferring engineering students found that students who transferred from similar degrees were more likely to graduate when compared with students who transferred from less comprehensive degrees [ 56 ]. A literature review that examined transferring student performance found factors that negatively influenced persistence and course completion included: a lack of social integration, limited transferrable credits, lower GPAs, lack of funding, distance from institution, academic rigour, and personal work/life balance [ 57 ].

Our analysis also found that students failing more than three UoS were more likely to not graduate when compared with those who failed fewer UoS. This finding parallels many studies that show students with poor academic outcomes are more likely to not complete their degree [ 59 , 60 ]. A recent study on student attrition, found that students who failed one subject were more likely to fail more subjects, and also had a four-fold higher likelihood of not graduating [ 27 ]. The Grattan Institute presents similar statistics, where students who consistently fail to meet academic progression requirements eventually decide to leave or are excluded from re-enrolling by the university [ 61 ].

The high occurrence of underperformance in relation to chemistry is consistent with other studies [ 62 , 63 ]. Pancyk et al. found that chemistry marks were correlated with attrition while biology marks predicted likelihood of delayed graduation for Master of Science (in Pharmacy) students. Another study found that the prior attainment of a Bachelor of Science degree to be a predictor of performance in a Doctor of Pharmacy program [ 64 ]. In countries, such as the US, where a specialised pre-admissions pharmacy test (Pharmacy College Admissions Test; PCAT) is used for entrance into a pharmacy program, the PCAT score correlated with student academic performance in the pharmacy course [ 65 ]. There are five areas examined by the PCAT, including: writing, biological processes, chemical processes, critical reading, and quantitative reasoning [ 66 ]. There is also evidence that better outcomes attained in pre-pharmacy biology and mathematics GPA [ 67 , 68 ], or having completed a four-year bachelor course, contributes to student performance in American pharmacy colleges [ 64 , 69 , 70 ]. Another study found prior academic achievement in secondary school, or pre-university study, can predict performance in an UK MPharm course; however, not the likelihood of graduation [ 71 ]. Other studies have found that pre-tests, for certain UoS, like biochemistry and pharmaceutical calculations conducted before starting a subject are correlated with overall subject performance, which makes these tests a good predictor for at-risk students [ 67 , 68 ].

The most common reasons reported by students for their underperformance in the present study were stress and anxiety, personal health, and depression. This is consistent with current literature [ 17 , 23 , 24 , 25 , 26 , 27 ], and the 2022 Australian Student Experience Survey [ 72 ], which reported that health or stress, followed by work/life balance were the leading causes for students attrition. A specific study in pharmacy students found that exam anxiety had a negative impact on student performance in pharmacy practical exams [ 26 ]. Psychological distress among students completing a higher education degree in Norway showed negative impacts on their self-perceived academic ability, and course progression [ 73 ]. Another study investigating students’ self-reported explanations for their poor academic performance found mental health as a contributing factor, and vice versa, where poor performance intensified mental distress [ 27 ]. Although the Australian Bureau of Statistics also reported personal health reasons as a major contributor for non-completion in bachelor programs between 2018 and 2019, the leading reason was that students were no longer interested in their chosen degree. In the same report, non-completion of masters degrees was driven by family, health, or other personal reasons [ 42 ]. Student mental health is a significant driver of attrition and is common across both private and public higher institutions in Australia [ 41 ]. The mental health burden on students is recognised at The University of Sydney and so significant mental health support is offered. All students are able to access free counselling and psychological support sessions, there is a 24/7 mental health support telephone line, and additional self-help resources (like mindfulness and relaxation) are provided through the university’s website. Mental health first health training is also included in the curricula for all pharmacy degree programs at the university.

Successful completion of a pharmacy degree requires not only academic ability, but a certain level of pre-knowledge, in particular, biology and chemistry, to decrease failure rates in these subjects, avoid delays in degree completion, and possible attrition. Institutions should aim to address these barriers by introducing pre-requisite subjects or mandate compulsory bridging courses if a prior level of knowledge attainment in these subject areas is not provided. Alternatively, pre-tests for certain UoS can be conducted prior to the course commencement to identify at-risk students, and additional academic support services can be offered.

With student poor mental health found as the most common self-reported reason for poor performance in this study, often exacerbated by academic performance pressures, institutions should implement policies for early detection and support for students going through challenging times. Such policies could include more frequent reminders for students to self-assess their mental health, and information on where to seek support services. This could take form in programs being introduced prior to lectures, access to support portals made more prominent on online learning platforms, or self-check surveys to be taken at a frequency deemed appropriate.

Limitations

The present study had a number of limitation. Not all student’s ATAR scores (or equivalent) were available. The method of collecting whether a student was registered as a pharmacist was based on them not having changed their last name which may be the case for some students who changed their name after graduation (e.g. upon marriage). Students who may be registered as a pharmacist in countries other than Australia could not be determined. Not all student show cause reasons were available because of the change from physical to electronic filing over the period studied. The limited number of students who received five or more show causes also meant the study was not powered to establish a cut-off whereby after receiving a certain number of show causes, the chance of graduating is highly unlikely.

Conclusions

This study investigated the key determinants for poor academic performance in a cohort of pharmacy students enrolled in a BPharm, BPharmMgmt, and MPharm degree. The key factors that influenced whether a show cause student completed their studies included whether they transferred from another institution, and failed more than three UoS. The UoS with the highest fail rates were chemistry based, and the most frequent student self-reported reason for poor performance was personal stress and anxiety. The results indicate that pharmacy schools should aim to address student foundation knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better access and knowledge of available services to address student mental burden. Future studies should investigate whether students who have completed chemistry and biology pre-requisites perform better in their pharmacy degree.

Data availability

The data that support the findings of this study are available on request from the corresponding author, N.J.W.

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Campbell, A., Hinton, T., da Costa, N.C. et al. Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice. BMC Med Educ 24 , 421 (2024). https://doi.org/10.1186/s12909-024-05327-z

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Registered Pharmacy Technician Practice (S8545, Cooney/ A9251, Solages): ... A campus-wide, student-centric effort to ensure that UB's PhD programs remain among the strongest in the world. Learn more about the initiative . Recent University News. 4/24/24 9 to 5 The Musical: ...
How Rupa Tuan Turned a Lifetime of Family Lessons into a Teaching
Rupa Lalchandani Tuan, PhD. Years later, when she told them she was dating an Asian American (who would later become her husband), their initial adverse reaction turned positive as they got to know him. As Tuan put it, her mother and husband, Edward Tuan, PhD, now regularly team up together during family disagreements and discussions.
Phd Pharmacy Entrance Exams In India
NIPER JEE is a national level entrance exam conducted to admission to various Postgraduate and Doctorate level courses in the field of Pharmacy. APPLICATION PROCESS. EXAM PATTERN. RESULTS. APPLY NOW. Online Test. LPUNEST 2024. LPU National Entrance and Scholarship Test. 01 Apr 24 -20 Apr 24.
Best Ph.D Pharmacy Practice Colleges in Bangalore
Check out list of top Ph.D in Pharmacy Practice colleges in Bangalore with courses, fees, cut-off, admission, placement, reviews, ranking, latest news, and more on careers360.com.
Causes and outcomes of at-risk underperforming pharmacy students
Objective This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree. Methods Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia ...