Current Pharmacy Curriculum Research Articles

Challenging the current pharmacy curriculum: why a focus on digital health can lead to innovations in the future of pharmacy

Challenging the current pharmacy curriculum: why a focus on digital health can lead to innovations in the future of pharmacy

Please take a seat in the virtual waiting room: Telepharmacy education in the pharmacy curriculum

IntroductionStudent pharmacists who are tasked with providing patient care via telepharmacy may experience difficulty in integrating the clinical skills used for in-person counseling with the virtual environment. Navigation of the telepharmacy environment requires a unique set of skills that are currently lacking in pharmacy education. This commentary highlights opportunities to incorporate telepharmacy training into the current pharmacy curricula. CommentaryRecent advances in telehealth infrastructure and patient satisfaction with telehealth services will likely result in greater use of telehealth services in all sectors of health care, including pharmacy practice. While certain aspects of pharmacy practice, such as collecting a medication history, may transition smoothly to the virtual environment, other aspects, such as counseling on proper drug administration and device use, require a unique set of skills for successful communication. Teaching skills unique to telepharmacy will ultimately prepare student pharmacists to provide higher quality, patient-centered care. ImplicationsPharmacy education has the opportunity to expand to accommodate this growing aspect of the field. Schools of pharmacy as well as the Accreditation Council for Pharmacy Education can adopt standards that address teaching telepharmacy. Didactic and experiential pharmacy education can begin to incorporate telepharmacy skills training to best prepare student pharmacists for the future.

Knowledge about Medicine Use in Pregnancy: A National Study among Pharmacy Students in Jordan.

Knowledge of medication use during pregnancy presents a concern to pharmacists upon graduation since they will be responsible for drug-related inquiries and counselling pregnant women about their medications. The present study aimed to assess undergraduate senior pharmacy students' knowledge about medication use during pregnancy in Jordan. A cross-sectional survey was conducted in Jordanian universities. A total of 409 senior pharmacy students participated in the study. The results found that the majority of the students (60.6%) did not have enough instruction on medications during pregnancy through their undergraduate study. Overall, only 2.5% of the participating students were considered to have good knowledge about medicine use during pregnancy and accordingly, the majority (52.6%) were not confident to recommend medicines for pregnant women in the future. In view of that, participating students suggested the addition of an obligatory course to the current curriculum. Students in public universities, Pharm.D. students, and those in their sixth year of study were more knowledgeable than others (P > 0.05). It was concluded that pharmacy students have low knowledge regarding medication use in pregnancy. The results call for a reassessment of the current pharmacy curriculum.

Faculty insights regarding incorporation of gender- and sex-related differences in the PharmD curriculum: Phase 2

BackgroundWhile pharmacists should be aware of gender and sex-related differences in treatment related decisions, this is not a required doctor of pharmacy curricular component. A regional pilot study demonstrated that approximately half of pharmacy practice faculty discussed these differences in their content area. The aim of this study was to evaluate the extent of inclusion of gender and sex-related differences on a national level in doctor of pharmacy curricula and to determine if faculty are comfortable teaching the topic. MethodsAn electronic message with a link to an online survey was distributed to 7250 faculty members at 139 colleges of pharmacy. The survey remained open for three weeks and potential participants received weekly email reminders. The survey was voluntary, and responses were de-identified. ResultsOverall, 641 faculty participated in the survey (8.8% response rate). Most respondents indicated that they do not teach about gender or sex-related differences (54.9%). Of those faculty reporting teaching gender and/or sex-related differences, 28% indicated that it was addressed in one clinical topic, while some (7.7%) indicated that the content was included in up to five topics. Half of faculty (53.6%) indicated that they believe this topic is somewhat important. ConclusionsResults of this study suggest that gender and sex-related differences are not adequately addressed in current pharmacy curricula.

Pharmacy Practice and Education in Estonia.

The Pharmacy Education in Europe (PHARMINE) project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey forwarded to selected pharmacy representatives at community and hospital pharmacies, in the pharmacy industry and at drug authorities. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE project on pharmacy practice and education in Estonia. In this paper, we examine the harmonisation of practice and education in Estonia with EU norms. Community pharmacies in Estonia provide traditional and extended services, of which influenza vaccination, the evaluation of the risk of diabetes, and medication use review have been introduced recently. Pharmacists (in Estonian proviisor) study at the University of Tartu for five years and graduate with a Master of Pharmacy (MSc Pharm) degree. A pharmacist can be the owner of a pharmacy, or work as a pharmacy manager or chief pharmacist in either a community or a hospital pharmacy. Assistant pharmacists (in Estonian farmatseut) study at the Tallinn Health Care College for 3 years; after graduation, they are mainly employed in community pharmacies. The University of Tartu is the only university in Estonia providing higher education in pharmacy at university level. The pharmacy curriculum is an integrated (bachelor followed by master), pharmaceutical product-oriented study programme. It was last updated in 2019. On that occasion, several changes were made such as the introduction of competency-based modules; novel methods in education and training based on the constructive alignment and the restructuring of the six-month traineeship. Several new courses focus on the concepts of clinical pharmacy and on patient-centred communication. In the current pharmacy curriculum, there is a balance between chemical and medical subjects. The traineeship is provided for six months at a community and/or hospital pharmacy in the 5th year. Currently, the pharmacy curriculum at the University of Tartu does not offer specialization in subjects such as hospital or industrial pharmacy.

Pharmacy Practice and Education in Finland.

The Pharmacy Education in Europe (PHARMINE) project studies pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey sent to chosen pharmacy representatives. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE survey on pharmacy practice and education in Finland. Pharmacies have a monopoly on the dispensation of medicines. They can also provide diagnostic services. Proviisori act as pharmacy owners and managers. They follow a five-year (M.Sc. Pharm.) degree course with a six-month traineeship. Farmaseutti, who follow a three-year (B.Sc. Pharm.) degree course (also with a six-month traineeship), can dispense medicines and counsel patients in Finland. The B.Sc. and the first three years of the M.Sc. involve the same course. The current pharmacy curriculum (revised in 2014) is based on five strands: (1) pharmacy as a multidisciplinary science with numerous opportunities in the working life, (2) basics of pharmaceutical sciences, (3) patient and medication, (4) optional studies and selected study paths, and (5) drug development and use. The learning outcomes of the pharmacy graduates include (1) basics of natural sciences: chemistry, physics, technology, biosciences required for all the students (B.Sc. and M.Sc.), (2) medicine and medication: compounding of medicines, holism of medication, pharmacology and biopharmaceutics (side-effects and interactions), patient counseling, efficacy and safety of medicines and medication, (3) comprehensive and supportive interactions of the various disciplines of pharmacy education and research: the role and significance of pharmacy as a discipline in society, the necessary skills and knowledge in scientific thinking and pharmaceutical research, and (4) basics of economics and management, multidisciplinarity, hospital pharmacy, scientific writing skills, management skills. In addition, teaching and learning of “general skills”, such as the pharmacist’s professional identity and the role in society as a part of the healthcare system, critical and creative thinking, problem-solving skills, personal learning skills and life-long learning, attitude and sense of responsibility, and communication skills are developed in direct association with subject-specific courses. Professional specialization studies in industrial pharmacy, and community and hospital pharmacy are given at the post-graduate level at the University of Helsinki.

Current Pharmacy Curriculum in India and Need for an Update

Current Pharmacy Curriculum in India and Need for an Update

Current Status and Future Suggestions for Improving the Pharm. D Curriculum towards Clinical Pharmacy Practice in Pakistan.

Objectives & Background: Good curriculum is reflected as the backbone for standard universities to develop competitive professionals having great potential. Pharmacy education in Pakistan has gone through the same developmental stages as in other countries, but is still striving for improvement. In the present study, we want (i) to know the opinion on whether the current pharmacy curriculum requires any improvement in order to meet the training needs of pharmacy professionals regarding clinical knowledge and pharmacy practice; and (ii) to present some humble suggestions to decision-making authorities in order to improve it with respect to patient-focused programs (PFP). Methods: The study was conducted in two sessions. In first session, a questionnaire was distributed to pharmacy students of eight public/private sector universities of Karachi (N = 354) offering Pharm. D degrees. The second session dealt with the pharmacy teachers, deans, and practicing pharmacists in health care facilities (who are in any ways also related to academia), in order to take their opinions on and suggestions for the development of a better Pharm. D curriculum (N = 135). Results: Our results showed that 75.2% of respondents agree that the Pharm. D curriculum does not meet the international standards of practice, and 88.4% of respondents support the addition of more clinical aspects than industrial ones, as Pharm. D could be both clinically and industrially oriented, according to the needs of the Pakistani people. Furthermore, 80.2% of respondents are of the view that an apprenticeship should be included in last two years, while 88.4% demand a ‘paid residency program’ to facilitate the hospital, clinical and compounding areas of pharmacy. In addition, we also received a number of verbal suggestions for improving the Pharm. D curriculum being followed in Pakistan. Discussion & Conclusions: We conclude that our Pharm. D curriculum needs additions in terms of clinical practice by providing residencies and electives in health care settings. Accordingly, the need for a clinically oriented curriculum is highlighted in Pakistan, keeping in mind the continuing importance of the industrial viewpoint. Various studies have criticized the pharmacy curriculum in Pakistan in the past. Conversely, we suggest some changes in the curriculum, as change is always needed for a better tomorrow.

Motivations, career aspiration, and learning experience of students in the pharmacy program at Kuwait University: A tool to guide curriculum development

PurposeTo determine students’ motivating factors in the choice of pharmacy, career aspirations, and perceptions about learning experiences in the current pharmacy curriculum. ActivityA descriptive cross-sectional survey of pharmacy students was performed at Kuwait University FindingsThe most common reason to pursue pharmacy was that they were not admitted to medicine or dentistry (40.5%). About half of students were seeing themselves employed in hospital pharmacies immediately after graduation. Over two-thirds of respondents ‘agreed’ or ‘strongly agreed’ that the pharmacy program developed their problem-solving skills (78.5%) and improved their communication skills (66.4%). Students also admitted that the teaching staff seemed more interested in testing memorization (72.5%), that feedback on student work was usually provided in the form of grades (66.4%), and that the workload is putting a lot of pressure on them (88%). SummaryThe survey identifies key elements that needs to be improved in the next iteration of the program (entry-level PharmD).

Skills and knowledge of informatics, and training needs of hospital pharmacists in Thailand: A self-assessment survey

ObjectiveBecause hospital pharmacists have to deal with large amounts of health information and advanced information technology in practice, they must possess adequate skills and knowledge of informatics to operate efficiently. However, most current pharmacy curricula in Thailand barely address the principles and skills concerned with informatics, and Thai pharmacists usually acquire computer literacy and informatics skills through personal-interest training and self-study. In this study, we aimed to assess the skills and knowledge of informatics and the training needs of hospital pharmacists in Thailand, in order to improve curricular and professional development. MethodA self-assessment postal survey of 73 questions was developed and distributed to the pharmacy departments of 601 hospitals throughout the country. Practicing hospital pharmacists were requested to complete and return the survey voluntarily. ResultsWithin the 3 months of the survey period, a total of 805 out of 2002 surveys were returned. On average, respondents rated themselves as competent or better in the skills of basic computer operation, the Internet, information management, and communication. Understandably, they rated themselves at novice level for information technology and database design knowledge/skills, and at advanced beginner level for project, risk, and change management skills. Respondents believed that skills and knowledge of informatics were highly necessary for their work, and definitely needed training. ConclusionThai hospital pharmacists were confident in using computers and the Internet. They realized and appreciated their lack of informatics knowledge and skills, and needed more training. Pharmacy curricula and training should be developed accordingly.

Pharmacy Education in the Palestinian Territories

We are delighted that the American Journal of Pharmaceutical Education has recently focused on pharmaceutical practice and pharmacy education in Arab countries as part of its International Pharmacy Education Supplement. In 2006, Al-Wazaify and colleagues published an article titled “Pharmacy Education in Jordan, Saudi Arabia, and Kuwait” followed by a 2009 article by Kheir and colleagues titled “Pharmacy Education and Practice in 13 Middle Eastern Countries.”1,2 The latter article not only shed a light on pharmaceutical education in Arab countries, which are underrepresented in international literature, but it also started a constructive discussion forum in the American Journal of Pharmaceutical Education, including several letters.3-5 To further enrich this discussion, we present here a synopsis of pharmacy education in the Palestinian territories. It is fair to say that colleges and schools of pharmacy and, in general, pharmacy education in the Palestinian Territories (East Jerusalem, West Bank, and Gaza Strip) represent a unique case study. For many years, higher education in the Palestinian Territories was stalled due to the ongoing Israeli-Palestinian conflict. Up till 1992, there was not a single pharmacy school in the Palestinian Territories, and public and private-owned pharmacies relied on pharmacists educated abroad and registered in neighboring country associations, such as the Jordanian Pharmaceutical Association. The establishment of the Faculty of Pharmacy at Al-Azhar University in Gaza Strip (established in 1992) and the Department of Pharmacy at An-Najah University in West Bank (established in 1994) marked a significant progress in pharmacy education in the Palestinian Territories. Currently, there are 5 schools of pharmacy that offer bachelor and doctor of pharmacy (PharmD) degrees, and bachelor and master of pharmaceutical sciences degrees.6-10 Every year, more than 500 students are admitted to the bachelor of pharmacy programs at Al-Azhar, An-Najah, Hebron, and Al-Quds (in East Jerusalem) universities or PharmD programs at An-Najah and Birzeit universities. Admission is based solely on scores on the General Secondary School Examination (known as the Tawjihi) and little consideration is given to nonacademic criteria. Although these programs are accredited by the Palestinian Ministry of Higher Education, their curricula are focused on biomedical and pharmaceutical sciences and short in clinical, administrative, and experiential courses. Bachelor of pharmacy programs (5 years; 160-180 credit hours) consist of 73-81% biomedical and pharmaceutical sciences, roughly 13% pharmacy practice, less than10% social and administrative pharmacy and experiential education courses, and 720-1 440 hours of community pharmacy training.6-8 The PharmD programs include biomedical and pharmaceutical sciences (around 75%) and pharmacy practice and social and administrative pharmacy (around 25%) courses, more than 1 000 hours of community pharmacy training and an additional sixth year of pharmacy clerkships.7,9 Moreover, the faculty member to student ratio (1:40) is generally low compared with pharmacy schools in surrounding countries and the faculty body consists mainly of biomedical and pharmaceutical sciences faculty members (More than 70%).6-9 Thus, Palestinian Territories’ schools of pharmacy provide qualified pharmacists to meet the needs of the public and private pharmacies; however, there is a lack of clinical pharmacists with specialized residency trainings. This reflects the shortage in academic and research resources and the inability to attract qualified and well trained faculty members in the areas of pharmacy administration and pharmacy practice. This article has uncovered several areas where additional research could be valuable. While the scope of this investigation was confined to the schools of pharmacy in the Palestinian Territories, future studies can extend the present investigation to the Middle East countries and investigate the student pharmacist’s perceptions on the current pharmacy curriculum in the Palestinian Territories.

Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum

Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum

Pharmacy Students’ Knowledge and Perceptions About Pharmacovigilance in Malaysian Public Universities

To assess senior pharmacy students' knowledge of and perceptions about pharmacovigilance and reporting of adverse drug reactions (ADRs) at 5 public universities in Malaysia. A cross-sectional study was conducted between December 1, 2010, and January 31, 2010, using a validated self-administered questionnaire delivered to a sample of 510 final-year (fourth-year) pharmacy students at 5 Malaysian public universities. Four hundred twenty-one (84%) students responded to the survey. About 60% (n = 240) indicated that they had taken courses on the concept of pharmacovigilance during their current pharmacy curriculum. The mean score for knowledge about pharmacovigilance and ADR reporting was 6.9 ± 1.4. There was a significant difference in the mean scores for knowledge about pharmacovigilance across the 5 universities. The majority (82.3%) of respondents felt it was necessary to confirm the causal relationship between the drug and the ADR. About 57.8% (n = 241) of the respondents believed that pharmacy students are competent and capable of reporting ADRs during their clerkships. The majority (87.0%) of respondents perceived that pharmacy students should be taught how to report ADRs. The results of this study demonstrate that the majority of final-year pharmacy students in Malaysian public universities have insufficient knowledge about pharmacovigilance and ADR reporting.

New Doctor of Pharmacy Curriculum of the I. R. Iran: Needs and Gaps

Every educational program should be reviewed and revised periodically with an eye towards improvement. The former doctor of pharmacy curriculum of Iran, designed and approved in the early 1980s, has been in force for more than 25 years. From about 15 years ago, the idea that this curriculum is not in complete accordance with the needs of pharmacy graduates and expectations of the health system has come up. Since more than 90% of the pharmacy graduates (based on the official and non-official reports in Iran) are employed in community or hospital pharmacies, then pharmacy students need to be trained properly based on the basic and applied knowledge and skills required for their main role. A community-oriented pharmacy program must not only educate pharmacists capable of presenting pharmaceutical care (i.e. being involved in treatment interventions and patient or health care team consultations), but also must train competent pharmacists to design problem-oriented pharmaceutical researches and manage pharmaceutical care systems. In this regard, the new pharmacy curriculum was designed by several expert action-groups covering all aspects of the pharmaceutical sciences. From September 2006, the new curriculum with major changes in the final year of the program has been in place. In this program, students have to attend teaching community pharmacies and hospital wards or pharmaceutical companies for at least their final two semesters in order to achieve a higher level of applied professional skills. Though, introducing the new curriculum was one step forward and the changes made were necessary, however they certainly are not enough. Designing an appropriate educational curriculum is only part of a successful pharmacy program. The rest are closely related to the way this curriculum is implemented. Problem-oriented, student-centered and community-based methods of teaching; access to appropriate teaching hospitals, community pharmacies and industrial fields simulating the real world rather than a classroom or laboratory setting; along with the efforts which should be made to change opinions and feeling of the students towards their role in the patient care and rationale drug use are major educational strategies that should be targeted by executive bodies and pharmacy schools. Gaps in students’ communication skills, analytical thinking and critical review of published articles (evidence based medicine) should be acknowledged. Appropriate actions should be taken to overcome these pitfalls. It should also be taken into account that additional influencing factors like political, regulatory, cultural and economical parameters need to be tackled and developed autonomously. A leading role for pharmacists with high quality training and experience in rational drug use should be acknowledged. They should be considered as a “co-therapist” or “drug consultant”, collaborating with other members of the patient care team. Health authorities and policy makers should support these roles by providing appropriate authoritative, administrative and technical resources. This certainly includes considerable additional investment, in terms of funds and human resources and the establishment of new employment positions in the primary and secondary care settings. The current pharmacy curriculum should also be re-evaluated and revised in the next few years. Iranian pharmacy schools, which are the main parties putting the new curriculum into practice, should be encouraged to perform internal evaluation of the curriculum and to report the possible failures to the Ministry of Health and Medical Education of Iran. It is hoped that the next revision of the Iranian doctor of pharmacy curriculum will be more applicable and feasible.

Using a Human Patient Simulation Mannequin to Teach Interdisciplinary Team Skills to Pharmacy Students

To determine the effectiveness and student acceptance of using a human patient simulation (HPS) training module focused on interdisciplinary teamwork skills. During their second-professional year, all pharmacy students were in enrolled in Principles of Pharmacotherapy 4: Cardiovascular Diseases and Patient Care Lab IV, a problem-based learning course. As part of the patient care laboratory, students participated in a simulated case of an acutely ill patient with a hypertensive emergency. During the simulation, students performed a history and physical examination. They then worked as a team to make treatment recommendations to the nursing and physician staff members. Following the exercise, a facilitated debriefing session was conducted. Students completed satisfaction surveys to assess the quality and effectiveness of the session. Over 98% of students agreed or strongly agreed that they learned material relevant to their current studies. When compared to student lectures, 90% of students felt that they learned clinical patient care better when using a HPS mannequin in simulated patient scenarios. HPS-based learning offers a realistic training experience through which clinical knowledge and interpersonal teamwork skills can be taught. Students enjoy the experience and find it relevant to their future practice. Simulation-based training may teach certain topics better than traditional lecture formats and as such could help to fill gaps in the current pharmacy curriculum.