دورية أكاديمية
Evaluating Curriculum Differences in US PharmD Programs: A Peer Evaluation.
| العنوان: | Evaluating Curriculum Differences in US PharmD Programs: A Peer Evaluation. |
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| المؤلفون: | Khan MOF; University of Charleston School of Pharmacy, Charleston, WV, USA. Electronic address: mdomarkhan@ucwv.edu., Rashrash M; University of Charleston School of Pharmacy, Charleston, WV, USA., Drouin A; University of Charleston School of Pharmacy, Charleston, WV, USA., Huynh T; University of Charleston School of Pharmacy, Charleston, WV, USA. |
| المصدر: | American journal of pharmaceutical education [Am J Pharm Educ] 2024 Jun; Vol. 88 (6), pp. 100712. Date of Electronic Publication: 2024 May 22. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Elsevier Inc Country of Publication: United States NLM ID: 0372650 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1553-6467 (Electronic) Linking ISSN: 00029459 NLM ISO Abbreviation: Am J Pharm Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: 2023- : [New York] : Elsevier Inc. Original Publication: Alexandria, Va. : American Association of Colleges of Pharmacy |
| مواضيع طبية MeSH: | Curriculum* , Schools, Pharmacy*/statistics & numerical data , Students, Pharmacy*/statistics & numerical data , Accreditation*/standards , Education, Pharmacy*/methods, Humans ; United States ; Education, Pharmacy, Graduate/statistics & numerical data ; Education, Pharmacy, Graduate/methods ; Education, Distance ; Program Evaluation |
| مستخلص: | Objective: To evaluate the differences in curriculum structure and content and observe commonalities across various Doctor of Pharmacy (PharmD) programs in the United States. Methods: This research involves the collection of course content and credit hour data from the curricula and course descriptions, course catalogs, and student handbooks of all the PharmD programs available on their websites and categorization based on the content areas outlined in the Accreditation Council of Pharmacy Education. The core courses, elective offerings, and experiential education (eg, Introductory and Advanced Pharmacy Practice Experience) were evaluated using Excel® for credit hours, integration, non-integration, program duration (3-year vs 4-year), and online offerings. Results: Of 142 accredited schools/colleges, 135 were included in the study, which met the inclusion criteria. In total, 85 of these schools have an integrated curriculum, 19 have a 3-year curriculum, and 15 offer a distance learning pathway for a PharmD degree. Fourteen of the 37 required content areas from the Accreditation Council of Pharmacy Education Appendix 1 were identified, with more than 50% of schools listing no credit hours allocated. Only 9 areas had 90% or more of pharmacy schools allocating credit hours. On average, biomedical, pharmaceutical, social/administrative/behavioral, clinical sciences, experiential education, and electives allocate 10.6, 25.3, 17.1, 40.5, 45.5, and 7.0 credit hours, respectively. Conclusion: Each school's curriculum has a significant variation in credit hours, and there is an opportunity to simplify the curricular structure and content by reducing redundancy and increasing flexibility based on health care needs. Competing Interests: Declaration of Competing Interest None declared. (Copyright © 2024 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.) |
| فهرسة مساهمة: | Keywords: Curriculum comparison; Curriculum content; Pharmacy curriculum; Pharmacy education |
| تواريخ الأحداث: | Date Created: 20240523 Date Completed: 20240606 Latest Revision: 20240606 |
| رمز التحديث: | 20240607 |
| DOI: | 10.1016/j.ajpe.2024.100712 |
| PMID: | 38782241 |
| قاعدة البيانات: | MEDLINE |
| تدمد: | 1553-6467 |
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| DOI: | 10.1016/j.ajpe.2024.100712 |