Pharmacy Undergraduate Curriculum Research Articles

A call to strengthen medication therapy management training in the Kenyan pharmacy undergraduate curriculum: Feedback from a snapshot of the knowledge and practices among pharmacists in diverse disciplines

Background: The role of the pharmacist has continued to evolve, placing the profession at the fulcrum of holistic patient care, including offering medication therapy management (MTM), a critical component of any effective pharmaceutical care plan. Objective: This study was conducted to assess the knowledge, attitudes, and practices of Kenyan pharmacists regarding MTM. Methods: A cross-sectional study was performed whereby Google Form questionnaires were distributed among pharmacists working at hospitals and community pharmacies between 1st October 2022 and 30th November 2022. Results: Slightly over half (62, 52.5%) of the pharmacists rated themselves as knowledgeable about MTM, with most participants (55, 46.6%) stating that the undergraduate pharmacy curriculum was insufficient to prepare one to offer MTM services competently. Notably, online courses and workshops were the most popular channels (72%) for accessing MTM-related continuous professional development among the respondents. Conclusion: This study revealed some gaps in the knowledge and competence of undergraduate-level Kenyan pharmacists in their quest to offer MTM services. Therefore, embedding MTM in the undergraduate curriculum can bridge this gap and empower Kenyan pharmacists to provide holistic pharmaceutical care.

‘A life in a day’ simulation experience: perceptions of oncology nurses and pharmacy staff

BackgroundDue to an increase in patient numbers, more cancer patients are being reviewed by non-medical healthcare professionals (HCPs), and it is essential that they can empathise with patients and care for them holistically. ‘A Life in a Day’ is a role reversal simulation (RRS) which demonstrates the challenges, choices and impacts that cancer patients face every day, facilitated by a Smartphone application (app). This study focused on renal cell carcinoma (RCC) and was designed to evaluate the impact of RRS on participants from the British Oncology Pharmacy Association (BOPA) and the UK Oncology Nursing Society (UKONS), and identify any changes made to clinical practice as a result.MethodA survey was conducted via the app before and after the experience. Individual semi-structured interviews were conducted with participants over Microsoft Teams.ResultsData from the survey showed that after the experience 97% of all participants strongly agreed that they ‘feel empathy for RCC patients’ and 90% strongly agreed that they ‘feel inspired to place patients at the centre of their work’. There were 5 themes extrapolated from the qualitative data: Holistic understanding of Patients, Reflections on Practice, Changes in Practice, Outreach to Colleagues, Education & Training.ConclusionParticipants reported an increase in empathy for their patients which inspired them to make changes to their practice. This involved being more holistic in their care and taking on more responsibility. They recommended use of RRS for HCP training and continued professional development. They also suggested incorporation of RRS into the pharmacy undergraduate curriculum.

Implementing and evaluating a course in professional ethics for an undergraduate pharmacy curriculum: A feasibility study

BackgroundPharmacy practice today mandates “patient-centered care”, thereby assigning higher levels of professional responsibility for pharmacists leading to ethical challenges. These challenges often involve ethical principles, institutional, personal, or other constraints that can pull practitioners in incompatible opposite directions, creating “ethical dilemmas” in many circumstances. Pharmacists are expected to handle challenges competently and in the best interest of patients. Literature underlines the positive impact of educational interventions focusing on ethical awareness and competence, and that “gaps” existed in pharmacy training/curricula for Jordanian pharmacists. The objective of this study was to develop, implement, and evaluate the utility of a tailored ethics education component in the pharmacy curriculum for students enrolled at a well-ranked Jordanian university. Educational activity and settingFifth-year pharmacy students attending summer school at a university in Jordan from July to September 2020 were invited to participate in an educational intervention (suite of didactic online lectures and skills-based workshops). This study was delivered in four parts, with a pretest administered immediately before and a posttest survey immediately after the educational intervention, the educational intervention (three phases), and focus-group discussions to elicit students' feedback. FindingsFindings indicated enhanced levels of confidence in students' decision-making. The development of students' moral reasoning and decision-making skills were also observed to be improved. SummaryThis study highlighted the importance of the implementation of an ethics course in pharmacy undergraduate curricula. It emphasized the positive impact this course made on the students' learning experiences and provided a strong environment for discussion and group learning.

Training university students as vaccination champions to promote vaccination in their multiple identities and help address vaccine hesitancy

Introduction: Covid-19 related vaccine hesitancy is a major problem worldwide and it risks delaying the global effort to control the pandemic. Covid-19 vaccine hesitancy is also higher in certain communities. Given that prescriber recommendation and community engagement are two effective ways of addressing vaccine hesitancy, training university students to become vaccination champions could be a way of addressing hesitancy, as the champions engage with their communities in their multiple identities. Aim: This study aims to assess the impact of a pilot project conducted in the UCL School of Pharmacy that could pave a way of integrating vaccination championing in the pharmacy undergraduate curriculum to address vaccine hesitancy. Method: Participants completed a pre-workshop questionnaire, attended an online workshop, conducted vaccination-promoting action/s, and provided evidence via a post-workshop questionnaire. Result: Fifty three students completed the course. The students’ vaccination-promoting actions ranged from speaking with vaccine-hesitant family, friends and customers in the pharmacy, to posting on various social media platforms. Post-workshop showed an increase in the knowledge of participants regarding vaccination and a decrease in the belief of vaccine misconceptions. After attending the workshop, participants were more likely to engage with vaccine-hesitant friends, family, strangers and patients. They were also more likely to receive the Covid-19 vaccine for them and for their children.

Developing, piloting and evaluating a Medicines Safety School Programme to be delivered by student pharmacists

IntroductionThis project aimed to develop content, pilot delivery, and evaluate effectiveness of an innovative Medicines Safety School Programme delivered by student pharmacists to primary school pupils. MethodsA collaborative approach between academic staff and a primary school guided programme content. The interactive workshop focused on benefits of medicines when used correctly and harmful effects associated with misuse. Delivery was piloted by academic staff in this same school. Following the pilot, student pharmacists delivered the programme to primary school children. A post-placement online survey explored student pharmacists' views on how involvement supported their professional development. ResultsThe pilot was delivered to 72 pupils between eight- and nine-years-old. Results from pre- and post-workshop surveys completed by pupils showed an increased understanding post-workshop of the benefits and potential risks associated with medicines. Post-workshop evaluations completed by class teachers rated the workshop as excellent in aspects such as presentation of the topic and effective linking to school and national curricula. Seventy-seven student pharmacists were involved in delivering the programme to 296 primary school children. Results of a post-placement online survey showed that student pharmacists felt that completing this placement had benefited their professional development and increased their confidence when interacting with young children. ConclusionsThe Medicines Safety School Programme has been well received by the pupils, school staff, and student pharmacists involved in the pilot study. Development of the programme is ongoing and is now progressing to embed this innovative educational initiative into the pharmacy undergraduate curriculum.

Assessing the need for native language in pharmacy education and practice: a survey in the UAE.

To evaluate pharmacists' opinions on the need for Arabic in pharmacy education and practice in the United Arab Emirates (UAE). A questionnaire was developed to address the study objectives and hand delivered to a stratified sample of community pharmacists and a convenience sample of pharmacists in other areas of practice in the UAE. Pharmacists' responses were measured on a 5-point Likert-type scale (strongly disagree to strongly agree) towards teaching of the following topics in Arabic: management of chronic diseases and minor ailments, screening for diseases and counselling on smoking cessation, exercise, weight management, diet and nutrition and complementary/alternative medicine. Topics related to communication skills were also assessed. Descriptive statistics on participant responses were calculated and chi-square test of independence examined inter-relationships among pharmacist and pharmacy variables. A total of 351 pharmacists completed the questionnaire. Almost 50% of pharmacists considered Arabic in health sciences education a cultural and/or practice necessity. In pharmacy undergraduate curricula, preferred topics to be taught in Arabic included counselling on complementary/alternative medicine (67.4%), management of cold/flu (65.5%), counselling on weight management (64.2%), communication in special situations (63.2%), vocabulary (63.2%) and listening and empathic responding (62.6%). For continuing education, topics included management of cold/flu (69.8%) and skin conditions (69.2%), counselling on smoking cessation (68.9%), communicating with physicians and other professionals (54.8%), communication in special situations (54.7%) and vocabulary (50.9%). For all assessed topics and communication skills, more than half of the pharmacists agreed that they needed to be included in pharmacy education. A blended learning approach that combines integrated content for native language within an English curriculum could be explored.

Exploring Ethical Pharmacy Practice in Jordan.

Patient-centered pharmacy practice involves increased pharmacist engagement in patient care. This increased involvement can sometimes require diverse decision-making when handling various situations, ranging from simple matters to major ethical dilemmas. There is literature about pharmacy ethics in developed Western countries. However, little is known about pharmacists' practices in many developing countries. For example, there is a paucity of research conducted in the area of pharmacy ethics in Jordan. This study aimed to explore the manner in which ethical dilemmas were handled by Jordanian pharmacists, the resources used and their attitudes towards them. Semi-structured, face to face interviews were carried out with 30 Jordanian registered pharmacists. The transcribed interviews were thematically analysed for emerging themes. Four major themes were identified: legal practice; familiarity with the code of ethics; personal judgement, cultural and religious values; and Experience. Findings showed that ethical decision-making in pharmacy practice in Jordan was decisively influenced by pharmacists' personal moral values, legal requirements and managed by exercising common sense and experience. This pointed to gaps in Jordanian pharmacists' understanding and application of basic principles of pharmacy ethics and highlighted the need for professional ethics training, incorporating pharmacy ethics courses in pharmacy undergraduate curricula, as well as professional development courses. This study highlighted that paternalism, personal values and legal obligations were major drivers influencing decision-making processes of Jordanian pharmacists. Findings also highlighted an inclination towards lack of respect for patient autonomy. This illuminated the need for increasing pharmacists' literacy in professional ethics.

Experiential education in the pharmacy undergraduate curricula in Brazil.

Objective:Considering the curriculum reform process taking place in pharmacy undergraduate programs in Brazil and the importance of practical experience to students throughout their learning process in university, this study aims to provide an overview of pharmacy undergraduate programs in Brazil and their respective internships.Methods:An observational, descriptive, cross-sectional study. A documentary analysis of pharmacy undergraduate programs in the face-to-face modality was carried out, with data obtained from the Political Pedagogical Projects of the programs, the curricula, and course descriptions containing information on internships, all provided by the Brazilian Ministry of Education. The data collected concerned higher education institutions (HEIs), pharmacy programs and internships.Results:Pharmacy undergraduate programs in Brazil have a median duration of 10 semesters, requiring from students a median of 6 internships, from the 6th semester on, totalizing 826 hours. The programs lack uniformity among their internships, mainly regarding total hours and the semester in which internships start. The pharmacy internships cover, in greater number, the areas of outpatient and community pharmacy, clinical analysis, and pharmaceutical technology, respectively, being clinical analysis the area with more hours. Public and private HEIs have different internship proceedings in their curricula, hence no homogeneity among them in the different regions of Brazil.Conclusions:This study demonstrates the diversity of pharmacy programs in Brazil in the context of internships, reflecting on the training and the activity of pharmacists in recent decades. Further studies are needed to deepen the understanding of this theme.

Educação permanente na assistência farmacêutica ao paciente com HIV: uma revisão integrativa

A infecção pelo vírus da imunodeficiência humana (HIV) continua sendo uma questão social relevante em todo o mundo. Dados ainda apontam valores significativos nos números de novos casos. Um grande desafio é manter a adesão ao tratamento, uma vez que diversos motivos podem contribuir para seu abandono. Profissionais farmacêuticos dispensam periodicamente medicamentos a tais pacientes tendo oportunidade de acompanhá-los e orientá-los podendo contribuir na assistência prestada a tais pessoas. Para isso, é fundamental que dominem conhecimentos sobre o assunto e sintam-se seguros para aconselhar. A educação desse profissional sobre o assunto é relevante, precisando ser constante uma vez que sempre há atualizações nesta área. Este artigo buscou analisar o que diz a literatura mais recente sobre o atendimento do serviço de farmácia à pessoas vivendo com HIV/AIDS (PVHA) e sua relação com a educação permanente em saúde. Para isso foi realizado revisão integrativa da literatura por meio das bases de dados Medline, Lilacs, Cinahl, Scopus e Web of science. Dos 125 artigos encontrados 03 foram selecionados, após a aplicação dos critérios de exclusão, para leitura completa e síntese. Todos estavam em inglês sendo encontrados: 1 da Medline e 2 da Web of Science. Dentre esses, 2 foram publicados no ano de 2014 e 1 em 2018. Os artigos ressaltam que muitos farmacêuticos não se sentem competentes para orientar e aconselhar sobre profilaxia ao HIV bem como novidades sobre o tratamento e ainda que alguns nunca receberam treinamento sobre o assunto. É sugerido nestes artigos que educação sobre HIV/AIDS, seu tratamento e profilaxia sejam aplicados a tais profissionais de saúde, uma vez que estão localizados em local estratégico e são acessíveis com facilidade a população. Os currículos dos cursos de graduação e residência em farmácia não englobam conteúdo suficiente sobre o assunto, sendo bastante superficial o que pode contribuir para a insegurança dos profissionais. O HIV está entre as dez prioridades em saúde da Organização Mundial da Saúde e ainda na Agenda Nacional de Prioridade em Pesquisa do Ministério da Saúde (ANPPMS) possuindo constantes pesquisas e atualizações sobre seu tema como tratamento e prevenção. (ONU, 2019) (Brasil, 2018). É imprescindível que haja formas de educação e atualização voltado aos profissionais desta área. A educação continuada, educação permanente e educação em serviço, embora sejam processos que se fundamentem em princípios metodológicos diferentes, se caracterizam pela continuidade das ações educativas, podendo ser utilizadas para desenvolvimento de habilidades e competências, fortalecendo o trabalho exercido. A literatura não fala especificamente sobre a educação permanente de farmacêuticos que atuam diante de PVHA, sendo validas pesquisas sobre o tema. Contudo os artigos selecionados demostram que existe a necessidade de educação sobre o assunto e o reconhecimento dos profissionais sobre esta necessidade. Desse modo conclui-se que é preciso investir mais em conteúdo sobre HIV/AIDS nos currículos dos cursos de graduação em farmácia e que a realização da educação permanente em saúde juntamente com a educação continuada para os profissionais pode suprir as lacunas de conhecimento existentes e contribuir para o desenvolvimento de competências. Sugere-se no presente artigo que a educação permanente em saúde seja realizada com toda a equipe que atua no setor de farmácia (farmacêuticos, técnicos, auxiliares), o que enriquecerá as discussões e a aprendizagem do grupo, trazendo maior confiança tanto para os profissionais como para os pacientes, refletindo, inclusive, em melhoria do processo de adesão ao tratamento e, consequentemente, no controle da epidemia de HIV/AIDS.

Perceptions of Nigerian final year undergraduate students of the adequacy of the pharmacy curriculum for mental health care

AbstractBackgroundThere is growing concern about the adequacy of undergraduate curricula in schools of pharmacy worldwide regarding mental health. In Nigeria, both Bachelor and Doctor of Pharmacy degrees (BPharm and PharmD, respectively) are offered, but little is known about the scope of mental health care in either curriculum.AimThis study evaluated the perceptions of final year undergraduate students regarding the adequacy of the pharmacy curriculum in mental health care and their preparedness for a career in the field.MethodsA pretested 33‐item questionnaire was administered to 950 (BPharm, n = 858; PharmD, n = 92) consecutively selected final year undergraduate students in the 19 accredited schools of pharmacy in Nigeria who had undergone experiential learning in teaching hospitals and community pharmacies and registered for the 2017–18 academic year.ResultsMost respondents (618/950; 65.1%) had no explicit learning on common mental disorders at the time of the study, and this did not differ significantly between the BPharm and PharmD respondents (p = 0.66). Most respondents (763/950; 80.3%) strongly disagreed or disagreed with the assertion that ‘the curriculum exposes students to real‐life mental health practice’. Furthermore, of the 932 that responded to the assertion that ‘pharmacy undergraduate curriculum prepares one adequately to practice mental health pharmacy’ 613 (65.8%) strongly disagreed or disagreed, with no significant difference between the PharmD and BPharm groups (p = 0.085). The respondents (460/950; 48.4%) would not specialise in mental health pharmacy, 38.0% (175/460) because they felt unprepared in terms of skills.ConclusionThe respondents perceived the pharmacy curriculum as inadequate for mental health care and considered this inadequacy a hindrance towards its practice in Nigeria.

Awareness about nanotechnology and its applications in drug industry among pharmacy students

IntroductionGiven the multiple nanotechnology-based pharmaceutical products that are available on the drug market, nanotechnology education has to be offered within pharmacy undergraduate curricula. MethodsA cross-sectional study was carried out to assess the level of nanotechnology awareness among pharmacy students using two questionnaires. The study targeted 500 students and the deans of the faculties of pharmacy in Jordan. ResultsResults show that most of the students had poor knowledge about nanotechnology and that academic courses are the leading source of information. <10% of students attended experiments related to nanotechnology. About 50% of students did not have any knowledge about the safety of nanotechnology. All the deans stated that there is no specific practical or theoretical course to teach nanotechnology, but the concepts are taught within other courses. ConclusionsPharmacy students' knowledge about nanotechnology is poor, and courses within pharmacy curricula need to be dedicated to teaching nanotechnology and its applications.

Patients and Caregivers Helping to Shape the Undergraduate Pharmacy Mental Health Curriculum

Objective. To develop a model system for involving patients and caregivers in curriculum development of mental health education in an undergraduate pharmacy program. Methods. Purposive recruitment was used to convene a focus group of nine people with experience in using mental health services from either the patient or caregiver perspective. Group members were asked about their experience with using pharmacy services and their suggestions for enhancement of the undergraduate curriculum. Thematic analysis was conducted independently by two researchers. Results. Patients and caregivers believed that pharmacists could contribute to the care of people who experience mental health conditions by supporting shared decision making, providing information, actively managing side effects of psychotropic medication, and conducting regular medication review. Subjects suggested that the pharmacy undergraduate curriculum should introduce mental health from the beginning, include self-care for students, integrate mental and physical health education, and enhance students' communication skills. The curriculum should include broader issues relevant to mental health beyond the use of medication, such as stigma, the recovery approach, and interprofessional cooperation. These changes could support graduates in engaging proactively with people experiencing mental health difficulties. Conclusion. Involving patients and caregivers in the design of an undergraduate pharmacy curriculum in mental health resulted in a more person-centered and student-centered approach to mental health education at our university. Ultimately, the changes made to the undergraduate curriculum will improve the ability of pharmacy graduates to better meet the needs of patients.

An Advanced Pharmacy Practice Experience for Community Pharmacies Based on a Clinical Intervention Targeting Patients With Inflammatory Bowel Disease

Experiential education is a critical component of any pharmacy undergraduate curriculum. Establishing new, high-quality practice sites can be challenging. We designed a new advanced pharmacy practice experiential rotation suitable for implementation in most community pharmacy settings. The aim of this article is to describe the design of this rotation entitled the Targeted Pharmacy Intervention in Inflammatory Bowel Disease (TPI-IBD) and to determine its impact on student knowledge and confidence using a before-after survey design. The TPI-IBD utilizes a student-delivered intervention as a platform for experiential learning in community pharmacy practice. The TPI was focused on patients with IBD, and implementation was guided by a co-preceptor from the university in collaboration with onsite-preceptors at each pharmacy. The TPI-IBD rotation was delivered from 6 community pharmacies during 5 weeks in 2018. Students conducted standardized monitoring on patients with IBD and met weekly with the university preceptor for case presentations and therapeutic discussions. Electronic charts were maintained by students who were responsible for ensuring detailed documentation on each patient. Knowledge, confidence, and overall satisfaction were assessed by a survey given to students before and after the rotation. Students were highly satisfied with the learning experience and improvements in knowledge and confidence were clearly demonstrated. The TPI strategy was an effective way to expand rotation options in community pharmacy sites with minimal burden on local preceptors.

The future of weight management in pharmacy education – Perspectives of new generation pharmacists

IntroductionOver recent years, the profession of pharmacy has transitioned towards providing more individualised patient care services. In this context, community pharmacy has proven to be an excellent facilitator for weight management programs. However, education on weight management in pharmacy undergraduate curricula is often lacking. The perspectives of early career pharmacists on their perceived role in weight management services and their associated educational needs can inform curricula review. MethodsIn-depth, semi-structured interviews were conducted with 20 final year pharmacy students of The University of Sydney and five early career pharmacists from the greater Sydney, Australia area. Interviews were recorded, transcribed, and analysed for themes emerging. ResultsParticipants were positive about their perceived role in providing weight management services. They regarded a program not based on commercial products as most suitable for pharmacy-delivered weight management services. However, some barriers were identified, such as lack of training and communication skills related to weight management. Participants requested more educational resources to ensure the delivery of high quality weight management services. DiscussionMethods to enhance (future) pharmacists’ knowledge of weight management services could include case-based learning, enhancement of communication skills, and the development of suitable guidelines. ConclusionsParticipants perceived a clear role for themselves in providing weight management services in community pharmacies. However, the current educational system does not meet their requirements to prepare them for this role. A hands-on approach in education on weight management and appropriate communication skills should be introduced in pharmacy curricula to ensure future pharmacists are well prepared to deliver weight management services.

Pharmacy students’ perceptions towards online learning in a Saudi Pharmacy School

ObjectivesThe aim of the study was to evaluate previous exposure to online learning and preference for learning through pre-recorded online lectures with or without live active learning among pharmacy students in their fifth year. MethodsAn anonymous online survey was self-administered to fifth-year students enrolled on the Graduation Research Project Course. ResultsThe response rate was 100%. Ninety-seven percent of students had previous experience with at least one online course during their pharmacy undergraduate curriculum; 76% of the courses were science courses. The majority of respondents preferred face-to-face, in-class lectures to online lectures, but 17% expressed no preference. ConclusionPharmacy students expressed some interest in online learning methods within the pharmacy curriculum.

An assessment of students’ performance and satisfaction with an OSCE early in an undergraduate pharmacy curriculum

BackgroundThe extended role of the pharmacist in the United Kingdom dictates that pharmacy graduates must not only demonstrate academic achievement but also must possess skills and attain levels of competence required for the workplace. Acquisition and ongoing assessment of these core attributes must be inculcated from early in the undergraduate curriculum. The objective structured clinical examination (OSCE) provides a practical means of assessing key skills. There is a paucity of literature on the use of the OSCE early in pharmacy undergraduate curricula, but candidate numbers at a single examination sitting appeared to be small. AimTo assess the performance of a large second-year student cohort and their satisfaction with an OSCE to test the application of knowledge and skills. MethodA five-active station summative OSCE was completed by 128 second-year students. Performance at stations was assessed and a post-OSCE questionnaire survey evaluated students’ satisfaction with an OSCE in the second-year curriculum. ResultsStudents showed good performance at OSCE stations and the majority perceived the OSCE to be a valuable practical experience. About 85% believed that it tested appropriate skills and opted for it to remain as an examination format in the second year. Overall, 49% of students did not enjoy having staff as “patient actors.” ConclusionClinical skills performance scores and student feedback suggest that the second-year OSCE was a valuable tool and served to encourage its use at other stages in the undergraduate curriculum.

Problem-based learning: an exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum

Problem-based learning (PBL) was introduced into the first 3 years of the undergraduate degree course at the University of East Anglia (UEA) to both enhance the student learning experience and to enable it to meet external course accreditation criteria. Evidence to support both of these assertions is required. The objective was to determine student opinions on the value of PBL and the PBL learning process at one UK school of pharmacy. Utilising the professional accreditation criteria for UK schools of pharmacy a questionnaire was devised and piloted before being given to all UEA undergraduate pharmacy students for self-completion. The most appropriate method of dissemination was determined from a student-led focus group. A total of 201/329 (61.1%) students responded. The majority of students agreed that PBL improved their team working (83.1%), oral communication (89.1%) and problem-solving skills (61.7%). Additionally PBL improved students' ability to identify and address ethical dilemmas (74.5%) as well as enhancing their ability to manage their own learning (67.6%). Male students and those with a stated preference for team working were found to prefer PBL. Students generally believe that PBL develops a number of key skills and consequently inclusion of PBL alongside traditional teaching methods enables the school to meet a number of degree accreditation criteria. Male students, those who enjoyed team working and working with their current group were more positive about PBL. Further work is required to improve the experience for all students.

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

Perception of pharmacy students in Malaysia on the use of objective structured clinical examinations to evaluate competence.

To assess bachelor of pharmacy students' overall perception and acceptance of an objective structured clinical examination (OSCE), a new method of clinical competence assessment in pharmacy undergraduate curriculum at our Faculty, and to explore its strengths and weaknesses through feedback. A cross-sectional survey was conducted via a validated 49-item questionnaire, administered immediately after all students completed the examination. The questionnaire comprised of questions to evaluate the content and structure of the examination, perception of OSCE validity and reliability, and rating of OSCE in relation to other assessment methods. Open-ended follow-up questions were included to generate qualitative data. Over 80% of the students found the OSCE to be helpful in highlighting areas of weaknesses in their clinical competencies. Seventy-eight percent agreed that it was comprehensive and 66% believed it was fair. About 46% felt that the 15 minutes allocated per station was inadequate. Most importantly, about half of the students raised concerns that personality, ethnicity, and/or gender, as well as interpatient and inter-assessor variability were potential sources of bias that could affect their scores. However, an overwhelming proportion of the students (90%) agreed that the OSCE provided a useful and practical learning experience. Students' perceptions and acceptance of the new method of assessment were positive. The survey further highlighted for future refinement the strengths and weaknesses associated with the development and implementation of an OSCE in the International Islamic University Malaysia's pharmacy curriculum.

Clinical pharmacy curriculum development in Norway: Pharmacists' expectations in the context of current European developments

Introduction: The inclusion of patient-centred teaching into the “core curriculum” of the pharmacist’s basic education is varied throughout Europe. While clinical pharmacy is taught in an integrated way within the undergraduate pharmacy curriculum at the University of Tromso, its relationship to the delivery of pharmaceutical care requires to be developed. This study explored the perceptions of pharmacists in Norway about pharmacy undergraduate curriculum change. Methods: A general questionnaire was sent to 100 registered Norwegian pharmacists. The views of respondents were used along with tape recorded interviews (with six individual pharmacists and one group of seven) to design a specific questionnaire issued to 89 Tromso Master of Pharmacy graduates (1999–2003). Results and conclusion: The response rate to the general questionnaire was 63% and to the specific questionnaire 42%. The findings showed strong preferences for joint teaching with medical students; teaching from pharmacist practitioners; the imparting of problem solving skills through group work; the use of real patient case studies; and early contact with role models including community pharmacists. The investigation supports the curriculum changes, we have made to develop clinical pharmacy at the University of Tromso. The study has identified the potential for improvement including joint teaching with medical students.