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Academic pharmacy administrators' perceptions of core requirements for entry into professional pharmacy programs
Kimberly Broedel-Zaugg1, Shauna M Buring, Nathan Shankar
1Raabe College of Pharmacy, Ohio Northern University, USA.
American Journal of Pharmaceutical Education
|August 14, 2008
Summary
Pharmacy administrators agree on core science and English courses for entry but differ on social sciences and preprofessional program length. Requirements are evolving without clear consensus.
Area of Science:
- Pharmacy Education
- Higher Education Administration
Background:
- Preprofessional pharmacy program admission requirements are subject to change.
- Understanding the perspectives of academic pharmacy administrators is crucial for curriculum development.
Purpose of the Study:
- To identify essential basic and social science courses for pharmacy program entry.
- To ascertain administrators' views on the optimal length of preprofessional study.
Main Methods:
- An online survey was distributed to deans of U.S. pharmacy colleges.
- Respondents indicated agreement on required science and social science courses.
- Queries addressed preprofessional study length and assessment testing.
Main Results:
- Strong agreement exists on requiring fundamental basic sciences (biology, chemistry) and English composition.
- Public speaking, ethics, and advanced science/math courses were also favored for pre-entry completion.
- Social science courses were generally not deemed necessary, and opinions on preprofessional program length were divided.
Conclusions:
- Despite evolving admission standards, consensus on the specific content and duration of preprofessional pharmacy education remains elusive.
- Pharmacy administrators' views highlight a need for further discussion on standardized pre-entry curricula.
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