Outline

Overview

This unit of study expands on second and third year pharmaceutical science (Medicinal Chemistry, Pharmaceutics, Pharmacology, Biology and Biochemistry) by exposing students to drug development and developing biotechnologies, new drug targets and therapies as well as clinical trials. Students will be introduced to emerging biotechnologies and biological devices including drug delivery systems, new drug targets and therapies in order to be aware of "up and coming" biotechnologies and how they will impact on pharmaceutical care. Such knowledge will help students to decide their future career direction and give more understanding of practical problems encountered in design and use of biotechnology derived drugs. In addition, this unit of study promotes integration and application of prior knowledge in pharmaceutical science to solving problems in tasks encountered in research and development. This unit will help to understand pharmaceutical drug development as a possible career path and prepares students for professional accreditation. Students will develop knowledge related to biotechnology derived drugs and develop skills in obtaining and critically assessing peer-reviewed publications, as well as people skills from group work, conflict management and written and oral communication skills.

Unit details and rules

Unit code	PHAR4813
Academic unit	Pharmacy
Credit points	6
Prohibitions ?	None
Prerequisites ?	PHAR3100 and PHAR3815 and PHAR3825 and PHAR3816 and PHAR3817 and PHAR3818 and PHAR3819 and PHAR3826 and PHAR3827 and [PHAR3820 or (PHAR3828 and PHAR3829)]
Corequisites ?	PHAR4821 and (PHAR4820 or PHAR4822)
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Thomas Grewal, thomas.grewal@sydney.edu.au
Tutor(s)	Wojciech Chrzanowski, wojciech.chrzanowski@sydney.edu.au
	Paul Groundwater, paul.groundwater@sydney.edu.au
	Philip Kwok, philip.kwok@sydney.edu.au
	Fiona Warner, fiona.warner@sydney.edu.au
	Lifeng Kang, lifeng.kang@sydney.edu.au
	Annim Mohammad, annim.mohammad@sydney.edu.au
	Hien Duong, hien.duong@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Live+ supervised)	Final exam MCQ and Short answer exam.	40%	Formal exam period	1 hour
Outcomes assessed:
Presentation	Diagnostic presentation Oral presentation	15%	Week 04	10-15 minutes
Outcomes assessed:
Presentation	Clinical trials Oral presentation	5%	Week 05	15-20 minutes
Outcomes assessed:
Presentation	Nanotechnology Oral presentation	5%	Week 07	15-20 minutes
Outcomes assessed:
Assignment	Written assignment Literature review	20%	Week 10 Due date: 14 Oct 2022 at 17:00	500-800 words
Outcomes assessed:
Assignment	Oral Presentation Oral Presentation	15%	Week 11	Poster presentation 15 mins
Outcomes assessed:
= hurdle task ? = group assignment ? = Type A final exam ?

Assessment summary

Diagnostic presentation: Students will be divided into small groups and do a small design task that focuses on a particular topic. Students will research strategies to diagnose bacterial infections.
Nanotechnology workshops: Students will be divided into small groups and do a small design task that focuses on a particular topic. Students will research strategies to apply nanotechnology.
Clinical trials workshop: Students will be divided into small groups and do a small design task that focuses on a particular topic. Students will research strategies to design a clinical trial.
Written assignment: The written assignment consists of a written report and scientific presentation.
Peer assessment (relative performance factor) will be applied to moderate the groupwork marks. Peer assessment will be completed to obtain a factor between 0-1, and will be according to an agreed set of criteria established by groups in the Diagnostics workshop.
Final exam: This will be a closed book exam.
All compulsory assessments must be passed (ie 50%) to satisfy the requirements of the unit of study. A fail in compulsory assessment will result in an overall fail for this unit of study.
Supplementary Yr assessments: Students may be offered re-assessment of compulsory-to-pass assessments as described in the relevant year rule in the RE1 or RE2 formal exam periods.
Repeating students: No exemptions will be given for PHAR4813.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to students who demonstrate the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the units material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the units material and can solve routine problems and/ or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At PS level, a student demonstrates proficiency in the material. A ‘Pass’ reflects satisfactory adequately referencing the original source of the work.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Non submission of peer assessment will result in a factor of zero (0) being applied to the non-submitter’s group work mark.”

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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, AI in Education 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.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Written assignment	Presentation (3 hr)
Ongoing	Group work for project	Independent study (40 hr)
Ongoing	Self-directed independent study	Independent study (51 hr)
Week 01	Introductory lecture	Lecture (2 hr)
Week 01	Diagnostics	Lecture (2 hr)
Week 02	Written assignment group allocation	Workshop (3 hr)
	Clinical Trials	Lecture (2 hr)
	Nanotechnology	Lecture (2 hr)
Week 03	Diagnostics	Workshop (3 hr)
Week 04	Diagnostics	Workshop (3 hr)
Week 05	Clinical Trials	Workshop (3 hr)
Week 06	Nanotechnology	Workshop (3 hr)
Week 07	Nanotechnology	Workshop (3 hr)

Attendance and class requirements

Attendance: In accordance with the Bachelor of Pharmacy Course resolutions on Attendance Requirements, students must attend a minimum of 85% tutorials/ labs/ workshops (6 of 7 workshops) to satisfy attendance requirements for this unit of study. For more information see:

https://www.sydney.edu.au/handbooks/medicine_health/coursework/pharmacy_rules.shtml

If a tutorial/ lab/workshop is missed due to illness or misadventure, students are to submit a special consideration application along with supporting documentation. Tutorials are in-person and any alternative attendance must be approved by the tutor and course coordinator.

Students arriving more than 10 minutes after the commencement of the tutorial/ lab/ workshop will be marked as absent. Students swapping a class without prior approval from the UoS co-ordinator will be marked as absent.

Study 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

Foye, W.O et. al. Principles of Medicinal Chemistry (5th Ed), Williams and Wilkins (2002)

Shargel L & Yu ABC. Applied Biopharmaceutics and Pharmacokinetics (1999)

Burton, Evans WE, Schentag JJ & Shaw: Applied Pharmacokinetics and Pharmacodynamics (LWW, 2005)

Aulton ME, Pharmaceutics: The Science of dosage form Design (Churchill Livingstone, 2004)

Ansel HC, Allen LV and Popovich N (7th Ed) Pharmaceutical Dosage Forms and Drug Delivery Systems (LWW, 1999)

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. use scientific databases to obtain relevant information about new and developing biotechnologies in peer-reviewed publications and text books
LO2. critically assess the scientific information from peer-reviewed publications and text books
LO3. demonstrate an awareness of current biotechnologies and their impact on pharmaceutical health
LO4. explain the principles involved in drug discovery and the decision-making process involved in developing drugs
LO5. understand the principles involved in the formulation of new drugs
LO6. describe and interpret bioavailability/bioequivalence studies
LO7. creatively design novel approaches to deliver drugs combining emerging research and technological tools
LO8. make appropriate clinical decisions on drug/drug dosage choice based on biopharmaceutic, pharmacokinetic and pharmacodynamic considerations
LO9. understand the broader concept of education as outlined in the University’s policy on generic attributes
LO10. work in a team to achieve a better understanding of molecular principles involved in drug development
LO11. demonstrate improved written and oral communication.

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 - 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 Performance Outcomes Framework - Australian Pharmacy Council - On successful completion of an approved pharmacy degree program - 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.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 3.4. 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.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 3.2. 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 - 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
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 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 3.2. 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 5.2. educating others and evaluating the effectiveness of the education 5.3. recognising and responding to the inherent complexity, ambiguity and uncertainty of contemporary and future professional practice 5.4.d. drawing conclusions by synthesising the results of research and inquiry activities
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 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 5.2. educating others and evaluating the effectiveness of the education 5.4. contributing to the evidence base through engaging in research and inquiry, including
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.1.a. applying relevant underpinning knowledge 3.1.c. applying effective critical thinking, reasoning and problemsolving strategies to conceptualise problems, formulate a range of potential solutions, and support decision-making 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.d. drawing conclusions by synthesising the results of research and inquiry activities
	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.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 5.4. contributing to the evidence base through engaging in research and inquiry, including
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 4. Domain 4 Leadership and management 4.1. engaging in regular and systematic reflection to enhance professional learning and practice 5. Domain 5 Research, inquiry and education 5.1. acting as a role model, facilitator and/or mentor to students, colleagues, other pharmacy team members and other health care professionals 5.2. educating others and evaluating the effectiveness of the education 5.3. recognising and responding to the inherent complexity, ambiguity and uncertainty of contemporary and future professional practice 5.4. contributing to the evidence base through engaging in research and inquiry, including 5.5. accessing, using, adapting and sharing information and/or other technologies to meet the needs of current and emerging professional practice
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3. Domain 3 Professional expertise 3.1.a. applying relevant underpinning knowledge 4. Domain 4 Leadership and management 4.1. engaging in regular and systematic reflection to enhance professional learning and practice 4.8. contributing to the responsible and socially accountable stewardship of resources to promote equitable, viable and sustainable access to health care 5.1. acting as a role model, facilitator and/or mentor to students, colleagues, other pharmacy team members and other health care professionals 5.2. educating others and evaluating the effectiveness of the education 5.5. accessing, using, adapting and sharing information and/or other technologies to meet the needs of current and emerging professional practice
	Performance Outcomes Framework - Australian Pharmacy Council - At the point of general registration as a pharmacist - 3.1.a. applying relevant underpinning knowledge 3.1.c. applying effective critical thinking, reasoning and problemsolving strategies to conceptualise problems, formulate a range of potential solutions, and support decision-making 3.3. prescribing medications in accordance with current jurisdictionspecific legislation, scope of practice and PharmBA Guidelines 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 4.1. engaging in regular and systematic reflection to enhance professional learning and practice 5.1. acting as a role model, facilitator and/or mentor to students, colleagues, other pharmacy team members and other health care professionals 5.2. educating others and evaluating the effectiveness of the education 5.5. accessing, using, adapting and sharing information and/or other technologies to meet the needs of current and emerging professional practice

Responding to student feedback

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

The following changes were made to this UoS based on the feedback provided by students who participated in the most recent USS survey: 1. More lectures to allow a more focused learning experience. 2. Increased weighting of the written assignment to acknowledge student-based research 3. More emphasis on group work in all workshops (Diagnostics, Clinical Trials, Nanotechnology) and written assignment, enabling more discussions and communication during problem-solving 4. Reduced length of final exam with reduced content to be examined allows for more focused learning. 5. Reduced length of written assignment (removal of 1 workshop) to enable more focussed learning. 6. Removal of individual Quizzes in Nanotechnology and Clinical Trials Workshops, replaced with group tasks for better student-focused learning. 7. Removal of 10 min presentation (in pairs) over 2 workshops with one poster session in week 11 (4 students per subgroup)

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 online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PHAR4813: Novel Therapeutics

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect