(329) Sherlock and Watson: Program and Student Partnerships Across the Continuum of Pharmacy Education

Objective : To highlight the programs and strategies used by the Philadelphia College of Pharmacy to promote student success through ownership of learning experiences.

Methods: The college is using several avenues across the PharmD program to engage students in partnerships to develop a culture where students' opinions are valued, programs are molded to fit their current needs, and collaboration is part of the learning process.

Results: Student partnerships were identified across the college. Enrollment, the co-curriculum, student participation in governance, and the accreditation process were noted for their ability to include student thoughts and values in their processes. Students that assist with content generation for the social media platforms are gaining awareness of professional organizations and advocacy, relationships with PCP alumni, and the interface between the college and the university, along with helping to build the pipeline of prospective student interest. The co-curricular program recently implemented a student advisory board. Students on the board are responsible for reviewing all aspects of the program, adapting initiatives to meet student needs, and helping their peers understand the value of their own co-curricular experiences. Students participating in governance are navigating professional communication with peers, faculty, administration, and external partners, while ensuring representation of minority viewpoints and the variety of functions within the college that constitute the program. Students serving as self-study accreditation liaisons promote communication and collaboration between students, faculty, and administrators on how the college meets accreditation standards related to curriculum, student affairs, and governance.

Conclusions: Ensuring student voices are heard through the use of partnerships in recruitment, retention, wellness and advocacy helps to establish an engaging learning environment while challenging them to be authorities in their own learning process.