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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
Objectives:
To explore a pharmacy school curriculum for opportunities for student engagement and to determine how these might shape student identity as pharmacists.
Methods:
The learning aims and objectives and methods of assessment from the curriculum of a bachelor of pharmacy (BPharm) program were collected and a concept map was generated. The concept map was interpreted using Barnett and Coates' curricular domains of knowing, acting and being.
Results:
The key concepts within the intended curriculum that were identified from the concept map were drugs, pharmacy, understanding, practice, and skills. Concepts such as patient and consumer, which would indicate a patient-centered approach to the curriculum, were limited. The main form of assessment used in the curriculum was multiple-choice and short-answer examinations.
Conclusion:
There was an emphasis in the curriculum on student acquisition of knowledge and this was reinforced by the use of theoretical examinations. The content of the curriculum was drug-centered rather than patient-centered and the emergence of students' identity as pharmacists may be fragmented as a result.
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