PGY2 Solid Organ Transplant
PGY2 pharmacy residency programs build on Doctor of Pharmacy (Pharm.D.) education and PGY1 pharmacy residency programs to contribute to the development of clinical pharmacists in specialized areas of practice. PGY2 residencies provide residents with opportunities to function independently as practitioners by conceptualizing and integrating accumulated experience and knowledge and incorporating both into the provision of patient care or other advanced practice settings. Residents who successfully complete an accredited PGY2 pharmacy residency are prepared for advanced patient care, academic, or other specialized positions, along with board certification, if available.
Additional Program Description
Thank you for your interest in the PGY2 Solid Organ Transplant Residency program at UNC!
With a diverse group of seasoned practitioners as preceptors and a welcoming transplant multidisciplinary team, residents of our program are prepared to enter practice at the highest level.
To provide individualized personal and professional development for the next generation of transplant pharmacy leaders through professional promotion, development of areas of interest, establishment of critical clinical foundational skills, and provision of a breadth of experiences with guided contextual perspective.
Graduates of this program will have the knowledge and skills to serve as a pharmacotherapy expert in both acute and ambulatory care adult solid organ transplant settings. Graduates of this program will have the foundation and qualifications to obtain an adjunct or clinical track faculty position and contribute to clinical research.
Our philosophy for training is to ensure that residents are developed as complete practitioners, not just as the “smartest clinician”. There are 5 areas of focus within transplant residency training at UNC.
Clinical: provision and development of rotations in all areas of transplant practice with a focus on areas of resident weakness and interest.
Administrative: thoughtful exposure to both pharmacy and transplant administrative needs and processes such as pharmacy practice models, QAPI programs, transplant medication stewardship, protocol development and revision, and regulatory requirements.
Teaching: focus on all audiences – patient education, nursing education, non-transplant pharmacist education, physician education, and student education (both didactic and experiential).
Communication: development of the recognition and appreciation for how effective interactions with other health care team members can be just as important as the clinical recommendation being made, and understanding of individual strengths and weaknesses in communication.
Research: mentorship of thoughtful project design, logistical considerations, guidance of student involvement in research to teach project preceptorship, and MUE process research given the breadth and depth of research opportunities within transplant.
Again, thank you for your interest in our program! I look forward to meeting you and hearing what questions you have about our program!