Abstract
Background: The curriculum of pharmacy being followed in different institutions is devised, written and established by the members of institutional ‘Board of Studies’ and/or professional councils. No doubt, educators and professionals are sure to have a comprehensive approach to this topic, but pharmacy students, with the help of their own educational experience, are potentially influential to offer guidance on student resources and facilities and are in a good position to assess the different aspects of pharmacy curriculum. Aims: The objective of this study is to give an account of a survey of 678 pharmacy students regarding their assessment of the current curriculum of pharmacy education. Method: We administered a cross-sectional survey to pharmacy students (n = 678) at three different institutes. Results: Out of 678 students 566 (83.48%) students felt that the curriculum must be revised as it contains unnecessarily exhaustive theoretical details that should be replaced with practical aspects. Five hundred fifty four (81.71%) students demanded the introduction of the department of pharmacy practice in the present curriculum. Conclusion: Pharmacy curriculum should be designed with student priorities and with active participation of students at every stage of its designing and implementation.
Highlights
The curriculum of pharmacy being followed in different institutions is devised, written and established by the members of institutional ‘Board of Studies’ and/or professional councils
Out of 678 students included in the study 566 (83.48%) students felt that the curriculum must be revised as it contains unnecessarily exhaustive theoretical details which should be replaced with practical aspects
Five hundred fifty four (81.71%) students demanded the introduction of the department of pharmacy practice in the present curricula of all faculties of pharmacy
Summary
The curriculum of pharmacy being followed in different institutions is devised, written and established by the members of institutional ‘Board of Studies’ and/or professional councils. Educators and professionals are sure to have a comprehensive approach to this topic, but pharmacy students, with the help of their own educational experience, are potentially influential to offer guidance on student resources and facilities and are in a good position to assess the different aspects of pharmacy curriculum. Five hundred fifty four (81.71%) students demanded the introduction of the department of pharmacy practice in the present curriculum. Conclusion: Pharmacy curriculum should be designed with student priorities and with active participation of students at every stage of its designing and implementation.
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