Outline

Overview

Pharmacy Intern Training A is designed to be undertaken by pharmacy interns undertaking supervised professional practice while working towards general registration as a pharmacist in Australia, and is intended to complement the learning which occurs in the workplace. It further develops the personal and professional competencies gained on successful completion of an initial pharmacy degree that form the basis of future practice. This unit uses multiple modes of delivery to explore the range of issues that are relevant to the daytoday practice of pharmacy. This unit of study will support graduates' development and performance in the following domains: professionalism in practice; communication and collaboration; professional expertise; leadership and management; research, inquiry and education.

Unit details and rules

Academic unit	Pharmacy
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Simmie Chung, simmie.chung@sydney.edu.au
Lecturer(s)	Andrew Bartlett, andrew.bartlett@sydney.edu.au
Lecturer(s)	Simmie Chung, simmie.chung@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Participation	Seminars Face-to-face active learning sessions	0%	Multiple weeks	2 x 2 days
Outcomes assessed:
Small continuous assessment	Discussion block 1 Online participation	0%	Multiple weeks	2 weeks
Outcomes assessed:
Small continuous assessment	Discussion block 2 Online participation	0%	Multiple weeks	2 weeks
Outcomes assessed:
Small continuous assessment	Discussion block 3 Online participation	0%	Multiple weeks	2 weeks
Outcomes assessed:
Small continuous assessment	Learning portfolio exercises Workplace-learning tasks	0%	Multiple weeks	Ongoing
Outcomes assessed:
Skills-based evaluation	Preceptor feedback Clinical skills assessment	0%	Ongoing	Ongoing
Outcomes assessed:
Supervised test ?	MCQ In-semester-test Invigilated MCQ in-semester-test on campus during seminar	0%	Week 13 Due date: 05 Jun 2025 at 09:00	2 hours
Outcomes assessed:
= hurdle task ? = restricted AI ?

Assessment summary

Discussion blocks: The discussion blocks are interactive structured asynchronous online discussion forums on Canvas. Content includes��contemporary pharmacy practice topics.��Students must meet the minimum number of comprehensive posts and��achieve a minimum mark of 10/20 in order to pass the unit of study. Students who do not achieve this will be offered the opportunity to attempt an additional assessment.
Learning portfolio exercises: Students are required to complete various workplace activites to be reviewed by their preceptor, and submitted as part of their learning portfolio. These must be completed��in order to pass the unit of study��and for a completion letter to be issued.
MCQ In-semester-test: The MCQ in-semester-test��will be delivered��during seminars��and consist��of 75 multiple choice questions covering��clinical, calculations, and forensic (law/privacy/ethics) content.��Students must��achieve a minimum mark of 65% to pass the unit of study. Those who do not achieve this minimum mark will be offered the opportunity to attempt an additional assessment. Additional assessment will be held in RE1 period.
AI use will not be permitted.��
Preceptor feedback: Preceptors are required to undertake a formative assessment of intern competencies��at certain timepoints��of internship. Preceptors must declare an intern as competent towards the end of internship in order to pass the unit of study��and for a completion letter to be issued.
Seminars:��There are four two-day face-to-face seminars throughout the year (two in each semester). The seminar days usually involve plenaries and��small group active learning sessions. Students must complete all prework and inclass tasks in order to pass the unit of study.

Limited use of AI tools
In the above assessments (except for MCQ In-semester-test and Discussion Blocks), you are allowed to use automated writing tools and artificial intelligence (AI) for the following purposes:

Editing assistance��
You may use automated writing or AI tools such as Cogniti to provide feedback on your work and suggest readability improvements to your text in terms of grammar and expression.��You cannot use generative AI tools to generate content.

Generating ideas for assessment��
You may use AI tools such as Cogniti to brainstorm initial ideas and approaches for completing your assignment.

However, you must develop or edit those ideas to a substantial degree to ensure your submission is your own, original work.

Creating media for assessment��
You may use AI tools such as Cogniti to generate media that you use as part of your submission.

Suggesting a structure or outline��
You may use AI tools such as Cogniti to help you draft an outline for your work.

Searching and summarising literature��
You may use AI tools such as Cogniti to find and summarise research articles. The generated summary should not be included in the submission. You need to incorporate the scholarship yourself into your submission.

Your final submitted work must be your own, original work. You must acknowledge any use of AI tools that have been used in the assessment, and��any material that forms part of your submission,��must be appropriately referenced. For guidance��on how to reference and acknowledge the use of AI, please refer to the��.

Please adhere to the following guidelines:

Do not enter confidential, personal, copyrighted or otherwise sensitive information into any AI tool.
If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication.
Do not rely on the accuracy of outputs.��You remain responsible for your work. This means you must independently verify and edit AI-generated content to ensure the integrity, accuracy, and suitability of the output.

Failure to declare the use of AI tools��is considered a breach of the��Academic Integrity Policy��and may result in penalties, which can include a fail for the assessment.

You are advised to keep copies of the prompts you provided and AI outputs as evidence of your research and writing process. This��allows you to produce an accurate acknowledgement of AI use when you submit your work. This can be requested by the unit coordinator if there is any uncertainty about the originality of your work.

Repeating students: Exemption from assessment components for students repeating PHAR7111��will not be granted.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the��(Schedule 1).

This unit of study is Grade only. No marks will be awarded.

Result Grade	Description
SR	Satisfied Requirements
FR	Failed Requirements

��

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.��

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.��

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.��

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy��and penalties may apply.��

The Current Students website��provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the ��.��

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a��simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for��special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students,��includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Seminars involve plenary speakers at the start of the day and then breaking into small group active learning sessions led by tutors.	Seminar (28 hr)
Ongoing	Learning portfolio exercises are workplace-based activities relevant to professional practice, reviewed by the preceptor	Placement (24 hr)
	Preceptors are required to undertake a formal assessment of intern competencies at certain timepoints of internship	Performance (4 hr)
	Independent study (including continuing professional development)	Independent study (36 hr)

Attendance and class requirements

Interns are required to attend and participate in all face-to-face seminars (2/2)��and online discussion blocks (3/3) and online meeting (Orientation and April meeting). In the first instance, when you are prevented from attendance and��participation due to exceptional circumstances such as illness, injury or misadventure, or essential commitments, you must notify the Coordinator as soon as practicable and apply for special consideration. If your special consideration application is approved, you will be required to complete alternative assessments.

�㽶ֱ�� commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Standard professional pharmacy resources.��

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. practise legally and ethically by complying with and maintaining contemporary knowledge of the legal, professional and ethical framework of pharmacy, including legislation, pharmacy practice standards, codes and guidelines
LO2. implement and deliver professional services according to the needs of consumers, taking account of the consumer’s rights and expectations, thus delivering ‘person-centred’ care
LO3. promote and advocate both the best interests and safety of patients and the public, including engaging in risk management to minimise harm and maximise patient and public safety
LO4. apply effective critical thinking to the analysis of issues
LO5. demonstrate problem solving skills, application of professional judgement and individual and shared decision-making in a range of areas including but not limited to: primary healthcare, prescription problems, therapeutic problems, and legal and ethical problems, including the ability to recognise and work within personal and legal limitations
LO6. apply evidence-based principles to the practice of pharmacy
LO7. demonstrate the principles of information literacy to effectively research, review, analyse and share information to enhance practice
LO8. promote and contribute to quality use of medicines
LO9. apply clinical and contemporary pharmacy knowledge and deliver person-centred care
LO10. provide primary health care (identify symptoms, recommend pharmacological and non-pharmacological therapy, and refer where appropriate)
LO11. take an accurate patient history as part of overall medication management
LO12. effectively and appropriately communicate medication and health-related information with a socially and culturally diverse range of people, including Aboriginal and Torres Strait Islander people
LO13. demonstrate interprofessional collaboration
LO14. consistently make accurate arithmetic calculations
LO15. adopt the principles of life-long learning, including demonstration of reflective practice and applying change where required in order to remain fit-to-practise
LO16. engage in self-management, leadership and management of others commensurate with their scope of practice and experience
LO17. act as a role-model consistently demonstrating professional and ethical behaviour
LO18. contribute to the education and development of others

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 1.4. practising legally by 1.4.a. complying with all legal obligations in their practice 1.4.b. maintaining contemporary familiarity with key legislative instruments 1.5. practising ethically and with integrity by 1.5.a. recognising ethical issues and dilemmas, including conflicts of interest, in practise as they arise 1.5.b. considering alternative strategies and adopting an appropriate course of action in response to ethical issues and dilemmas 1.5.c. maintaining current familiarity and compliance with professional codes, guidelines and standards 1.5.d. recognising and responding appropriately to situations which fall outside their current scope of practice or competence
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 2.4. collaborating with patients, carers and other clients in shared decision-making by 2.4.a. supporting the rights of patients, carers and other clients to access relevant information and participate in decisions relating to their care 2.4.b. respecting their choices 3.5. implementing and delivering person-centred care by 3.5.a. respecting the personal characteristics, rights, preferences, values, beliefs, needs and diversity of patients, carers and other persons 3.5.b. maintaining privacy and confidentiality in interactions with patients, carers and other persons 3.5.c. optimising as far as is practicable the physical environment in which care takes place 3.5.d. ensuring that the best interests of patients, carers and other persons are foremost in the provision of care 3.5.e. ensuring that patients, carers and other persons are provided with sufficient information and advice to enable them to consider options and give informed consent where appropriate 3.5.f. ensuring that informed consent is obtained, respected and appropriately recorded when appropriate
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 1.1. promoting and ensuring both the best interests and safety of patients and the public 3.11. responding to the needs of individuals and communities by advocating with and for them to optimise health and societal outcomes 3.21. delivering harm minimisation approaches and strategies to reduce harm to patients and the community from misuse of legal and illegal drugs 4.11. engaging proactively in the identification, assessment, monitoring, mitigation and management of risk to minimise harm and maximise patient and public safety
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 4.9. contributing to assurance of quality and continuous quality improvement processes through collaboration, critical thinking, curiosity and creativity 5.3. recognising and responding to the inherent complexity, ambiguity and uncertainty of contemporary and future professional practice
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.1. implementing appropriate and effective actions and recommendations which support safe, rational and cost-effective use of medicines and other healthcare options and optimise socially accountable person-centred care by 3.1.a. applying relevant underpinning knowledge 3.1.b. using a systematic approach to access, critically evaluate and apply relevant evidence 3.1.c. applying effective critical thinking, reasoning and problemsolving strategies to conceptualise problems, formulate a range of potential solutions, and support decision-making 3.1.d. making decisions which are tailored to the person’s individual circumstances, and reflect a balanced consideration of both the potential benefits and potential harms 3.2. making and prioritising recommendations to manage heath, medical and medication needs of patients, including both pharmacological and non-pharmacological strategies, based on the Quality Use of Medicines Framework and the best available evidence
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.2. making and prioritising recommendations to manage heath, medical and medication needs of patients, including both pharmacological and non-pharmacological strategies, based on the Quality Use of Medicines Framework and the best available evidence
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 5.4. contributing to the evidence base through engaging in research and inquiry, including 5.4.a. formulating questions relating to gaps and uncertainties in practice 5.4.b. identifying and critically appraising relevant source materials 5.4.c. undertaking relevant investigations, where appropriate 5.4.d. drawing conclusions by synthesising the results of research and inquiry activities 5.4.e. reporting and disseminating the outcomes appropriately 5.4.f. implementing practice change in response to the outcomes
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.2. making and prioritising recommendations to manage heath, medical and medication needs of patients, including both pharmacological and non-pharmacological strategies, based on the Quality Use of Medicines Framework and the best available evidence 3.4. carrying out systematic medication reviews, informed by the Quality Use of Medicines Framework, in order to identify and resolve potential medication-related issues and optimise the impact of medications on health outcomes in collaboration with patients, carers and other members of the health care team
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.1. implementing appropriate and effective actions and recommendations which support safe, rational and cost-effective use of medicines and other healthcare options and optimise socially accountable person-centred care by 3.1.a. applying relevant underpinning knowledge 3.1.b. using a systematic approach to access, critically evaluate and apply relevant evidence 3.1.c. applying effective critical thinking, reasoning and problemsolving strategies to conceptualise problems, formulate a range of potential solutions, and support decision-making 3.1.d. making decisions which are tailored to the person’s individual circumstances, and reflect a balanced consideration of both the potential benefits and potential harms
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.17. providing appropriate tailored counselling, information and education to enable safe and effective medication, disease state and lifestyle management 3.18. assessing ambulatory conditions and providing appropriate management approaches, including pharmacological, nonpharmacological and referral options where appropriate
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.4. carrying out systematic medication reviews, informed by the Quality Use of Medicines Framework, in order to identify and resolve potential medication-related issues and optimise the impact of medications on health outcomes in collaboration with patients, carers and other members of the health care team 3.6. obtaining relevant health, medical and medication information from patients, carers and other clients
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 2.1. communicating appropriately and effectively with a socially and culturally diverse range of people in a manner which inspires confidence and trust by 2.1.a. using verbal, written and non-verbal communication which is appropriately tailored to the professional practice context and the capabilities and health literacy of the other person(s) 2.1.b. engaging with all persons in a respectful, culturally appropriate, compassionate, responsive and empathetic manner in professional practice 2.1.c. engaging in culturally appropriate and sensitive communication with Aboriginal and Torres Strait Islander and/or Māori people in professional practice which respects their history, culture and protocols 2.1.d. using appropriate communication and interpersonal behaviours in professional practice interactions
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 2.3. contributing to, and taking prominent roles where appropriate in the interprofessional collaborative health care team, in order to optimise patient outcomes, by 2.3.a. respecting and appreciating the complementary roles of pharmacists and other members of the interprofessional collaborative care team 2.3.b. creating and maintaining effective intra-and interprofessional relationships, and working in partnership to achieve negotiated, agreed-upon objectives 2.3.c. consistently engaging in appropriate teamwork behaviours 2.3.d. using appropriate communication at transition points to reduce risks to patients and ensure safe and effective continuity of patient care
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.12. consistently making accurate arithmetic calculations relating to health care
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 1.6. adopting a proactive and reflective approach to maintaining and developing their own professional competence and expertise in order to remain fit-to-practise 4.1. engaging in regular and systematic reflection to enhance professional learning and practice 4.2. identifying and acknowledging professional limitations and seeking appropriate support where necessary, including additional professional education and/or referral of patients to other health care professionals
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 1.8. accepting personal responsibility and accountability for decisions and actions in professional practice 4.7. providing effective leadership by taking the initiative when appropriate, managing own roles, and understanding and accepting appropriate responsibility and accountability for organising, planning, prioritising, influencing and negotiating within a professional team context
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 5.1. acting as a role model, facilitator and/or mentor to students, colleagues, other pharmacy team members and other health care professionals
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 5.2. educating others and evaluating the effectiveness of the education

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We appreciate your positive comments and are pleased to hear that the real-life scenarios have been helpful in challenging your clinical reasoning skills. The variety of cases, interactive classes, and patient simulations have proven beneficial for consolidating your knowledge. We will continue to work on incorporating these improvements, along with review how discussion blocks are formatted to ease flow of discussion. We will continue to use online Zoom for large group plenaries, Q&A and feedback.

Additional information

Policy Register

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an .

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Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

�㽶ֱ�� commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

�㽶ֱ��

PHAR7111: Pharmacy Intern Training A

Semester 1, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Unit details and rules

Teaching staff

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Attendance and class requirements

�㽶ֱ�� commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect