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Concept mapping to evaluate an undergraduate pharmacy curriculum.
Christy Noble1, Mia O'Brien, Ian Coombes
1School of Pharmacy, The University of Queensland, Australia. c.noble2@uq.edu.au
American Journal of Pharmaceutical Education
|June 10, 2011
Summary
Pharmacy curricula often focus on drug knowledge over patient care, potentially fragmenting student pharmacist identity. Enhancing patient-centered learning is crucial for developing well-rounded practitioners.
Area of Science:
- Pharmacy Education
- Curriculum Development
- Professional Identity Formation
Background:
- Pharmacy curricula significantly influence how students perceive their role and develop professional identity.
- Understanding the structure and content of pharmacy education is vital for optimizing training outcomes.
Purpose of the Study:
- To analyze a Bachelor of Pharmacy (BPharm) curriculum for student engagement opportunities.
- To investigate how curriculum elements shape students' emerging identity as pharmacists.
Main Methods:
- Learning objectives and assessment methods from a BPharm curriculum were gathered.
- A concept map was created and interpreted using the curricular domains of knowing, acting, and being.
Main Results:
- Key curriculum concepts included drugs, pharmacy, understanding, practice, and skills.
- Patient- and consumer-focused concepts were notably limited.
- Assessment predominantly used theoretical examinations like multiple-choice and short-answer tests.
Conclusions:
- The curriculum prioritizes knowledge acquisition, reinforced by theoretical assessments.
- A drug-centered approach, rather than patient-centered, may lead to a fragmented pharmacist identity for students.
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