Abstract
The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey also defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies. This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council. It also helps to easily determine the weaknesses and strengths of a program. Moreover, with this study, the consistency of the content of the courses with the mission and vision defined by an institution can be easily determined. Thus, this study can also be a useful tool for the revision and enhancement of a program according to institutional targets.
Highlights
Pharmacy education has to adapt to the changing role of the pharmacists whose responsibilities have been redefined according to the needs of the society, their practice being today much more patient-oriented [1,2]
Council of Deans of Faculties of Pharmacy in Turkey defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies
This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council
Summary
Pharmacy education has to adapt to the changing role of the pharmacists whose responsibilities have been redefined according to the needs of the society, their practice being today much more patient-oriented [1,2]. In 2012, throughout the Pharmacy Education in Europe (PHARMINE) project, a survey conducted around European countries that gathered all the partners of pharmacy education (academic members along with students and practitioners from community pharmacies, hospital, and pharmaceutical industry) led to the elaboration of another framework of competencies [6]. This framework was further tuned during the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project to lead in 2016 to the European Pharmacy Competencies Framework that defines 50 competencies that have to be acquired by a freshly graduated European pharmacist [7,8,9,10,11].
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