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Curriculum in Psychiatry and Neurology for Pharmacy Programs
Julie A Dopheide1, Jolene R Bostwick2, Lisa W Goldstone3
1University of Southern California School of Pharmacy and Keck School of Medicine, Los Angeles, California.
American Journal of Pharmaceutical Education
|November 8, 2017
Summary
Pharmacy curricula need improvement in psychiatry and neurology. Specialists recommend more experiential learning to enhance pharmacist knowledge and skills in these critical areas.
Area of Science:
- Pharmacy Education
- Neuropsychiatric Pharmacy
- Curriculum Development
Background:
- Current pharmacy curricula in psychiatry and neurology vary significantly.
- There is a need to assess the alignment of existing curricula with current clinical practice and specialist recommendations.
Purpose of the Study:
- To describe current pharmacy curricula in psychiatry and neurology.
- To gather neuropsychiatric pharmacy specialists' perspectives on optimal curriculum content and delivery.
Main Methods:
- Electronic surveys were administered to accredited pharmacy programs and board-certified psychiatric and neurologic pharmacists (CPNP members).
- Surveys collected data on curriculum content, teaching methods, and experiential learning opportunities (APPEs).
Main Results:
- Most programs utilize didactic lecturing, team-based learning, and case studies; epilepsy, depression, and schizophrenia receive the most didactic hours.
- Certain topics like autism and traumatic brain injury receive minimal to no didactic coverage.
- Experiential learning in psychiatry is more prevalent than in neurology, and specialists advocate for increased APPEs in both areas.
Conclusions:
- Didactic hour allocation in pharmacy programs for psychiatry and neurology should be revised to reflect disorder prevalence, complexity, and board certification requirements.
- Specialists emphasize the importance of experiential learning in neurology and psychiatry to improve pharmacist competence and reduce stigma.
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