2018 Volume 2 Article ID: 2018-011
To be accepted into the medical profession, pharmacy students should fulfill various evaluation criteria while in school, pass pharmaceutical common achievement tests, complete practical training, and attain a diploma. Pharmacy schools allow students to attend practical trainings and take the national examination for pharmacists. Therefore, pharmacy schools carry out their social responsibility by promising to deliver high-quality graduates. In recent times, there has been increasing requirement for reasonable accommodation to support students with developmental difficulties. What are the boundaries of reasonable accommodation? Where does “pass” end and “fail” begin in diversification of learning strategies and evaluations? How can we maintain a high quality of pharmacists? To discuss these problems, we taught classes and led practical training sessions as pharmacy school teachers, and also invited three speakers.
First, a pharmacist who is both a certified tutorial pharmacist and a mother of children with developmental difficulties spoke about reasonable accommodations. Next, a professor who was also a counselor explained the process of counseling students. Finally, a professor who is the general manager of a carrier support office reported on the system of his college. After the talks, we held a discussion with the audience. In this review, we describe the presentations and discussions.
