Technical Standards

Technical Standards for Admission, Progression and Graduation

The University of Connecticut School of Pharmacy believes that earning a Doctor of Pharmacy (Pharm.D.) degree requires mastery of a coherent body of knowledge and skills. Pharmacy students must acquire substantial competence in the principles and facts of all of the curriculum’s required basic sciences, must understand and appreciate the principles and practice of all of the basic fields of pharmaceutical care, and must be able to relate appropriately to patients, ancillary personnel and to other health care professionals. In training pharmacy students, the School of Pharmacy must evaluate not only their scholastic accomplishments, but also must consider students’ current ability to safely apply their knowledge and skills to effectively interact with patients and others in educational and healthcare settings. In accordance with university policy, and state and federal laws, the University of Connecticut does not discriminate in admissions, educational programs or employment against any individual on the basis of that individual’s disability. Upon request of the student, the university will make good faith efforts in providing reasonable accommodation as required by law. The following technical standards, although not exhaustive, describe the basic non-academic qualifications required in addition to academic achievements, which the School of Pharmacy considers essential for admission and successful completion of the educational objectives of its curriculum.

The School of Pharmacy engages in an interactive process with applicants and students with disabilities and complies with all state and federal laws regarding reasonable accommodation. The School of Pharmacy adheres to the highest ethical and professional standards of the Pharmacy profession. In doing so, the School of Pharmacy reserves the right deny admission to candidates or to discharge students who, upon completion of the interactive process, cannot meet these Technical Standards and would be deemed to pose a threat to patients and others in the educational and therapeutic environment.


Through the use of visual, auditory and somatic senses, pharmacy students must be able to observe demonstrations and experiments in the basic sciences, medical illustrations and models, and evaluation of microbiological cultures and microscopic studies of microorganisms and tissues in normal and pathological states. Pharmacy students must be able to observe a patient accurately at a distance and close at hand. They must be able to directly and accurately see a patient’s physical condition, obtain a patient history and perform appropriate physical assessments and to correctly integrate the information derived from these observations to develop an accurate medication therapy management plan. Students must also possess the ability to prepare medications for dispensing to patients and observe the activities of technical staff operating under their supervision in accordance with state and federal laws.

Behavioral and Social Attributes

Because the pharmacy profession is governed by ethical principles and by state and federal laws, pharmacy students must have the capacity to learn, understand, and adhere to these values and laws. They should be able to relate to colleagues, staff and patients with honesty, integrity, nondiscrimination, compassion and dedication. Pharmacy students should also be able to understand and use the power, special privileges, and trust inherent in a healthcare professional-patient relationship, and to avoid abuse of this power. Pharmacy students should demonstrate the capacity to critically examine and deliberate effectively about the social and ethical questions that define pharmacy and the pharmacist’s role. They must be able to identify personal reactions and responses, recognize multiple points of view, and integrate these appropriately into clinical decision-making. The study and practice of pharmacy often involves taxing workloads and stressful situations. As a result, pharmacy students must have the physical and emotional stamina to maintain a high level of function in the face of such didactic and experiential working conditions.

Pharmacy students must be of sufficient emotional health to utilize fully their intellectual ability, to exercise good judgment, to complete patient care responsibilities promptly, and to relate to patients, families, and colleagues with courtesy, compassion, maturity, and dignity. The ability to participate collaboratively and flexibly as a professional team member is essential. Pharmacy students must display sound emotional health in spite of occasionally stressful working conditions. Additionally, pharmacy students must be able to modify behavior in response to constructive criticism. They must be open to examining personal attitudes, perceptions, and stereotypes (which may negatively affect patient care and professional relationships). Pharmacy students must, at all times, exhibit behavior and intellectual functioning in accordance with acceptable professional standards.


Pharmacy students must possess a range of intellectual skills that allow them to master the broad and complex body of knowledge that comprises a pharmacy education. Therefore, students must have a learning style that is effective and efficient. The ultimate goal of a pharmacist is often to solve difficult problems and make recommendations for therapeutic decisions. Pharmacy students must, therefore, be able to memorize, perform scientific measurement and calculation, and ultimately evaluate the biomedical literature. Reasoning abilities must be sophisticated enough to analyze and synthesize information from a wide variety of sources. It is expected that pharmacy students be able to learn effectively through a variety of modalities including, but not limited to: classroom instruction, small group discussion, individual study of materials, preparation and presentation of written and oral reports, use of computer-based information technology and experiential activities.


Pharmacy students must be able to ask probing questions, to receive answers perceptively, to record information about patients, and to advise patients and other health care professionals. They must be able to communicate effectively

and efficiently with patients, their families, and with other members of the health care team. This includes verbal and non-verbal communications such as interpretation of facial expressions, affects, and body language. Mastery of both written and spoken English is required.

Psychomotor Skills

Pharmacy students must possess the visual, auditory, tactile, and motor abilities to allow them to sufficiently gather data from written reference material, and oral presentations, by observing demonstrations and experiments, studying various types of medical illustrations, viewing a patient and his/her environment, by observing clinical procedures performed by others, by reading digital or analog representations of physiologic phenomena, and by performing a basic physical examination of a patient.


Once accepted, all pharmacy students must be able to satisfy the qualifications for licensure as a Pharmacy Intern with the State of Connecticut’s Department of Consumer Protection. You will receive an “Application for Pharmacy Intern” at P1 Orientation; only matriculated students are eligible for this intern license. It is strongly suggested that you review the requirements on  the Commission of Pharmacy website.

A Connecticut Pharmacy Intern license is required to fulfill the requirements for a pharmacy degree.