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Exploring an integrated curriculum in pharmacy: Educators' perspectives.

Andrew Mawdsley¹, Sarah Willis²

¹Division of Pharmacy and Optometry, School of Health Science, Faculty of Biology, Medicine and Health, The University of Manchester, Room 1.135, Stopford Building, Oxford Road, M13 9PL, United Kingdom.

Currents in Pharmacy Teaching & Learning

|May 17, 2018

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Pharmacy educators view curriculum integration as an abstract concept, often seeing it as a method for organizing learning but also as a complex challenge that may hinder in-depth understanding. Further clarity on its practical application is needed.

Area of Science:

Pharmacy education research
Curriculum studies
Pedagogical theory

Background:

The benefits and definition of integrated curricula in pharmacy education lack consensus.
How integrated curricula are conceptualized and implemented in teaching practice remains under-investigated.

Purpose of the Study:

To explore how pharmacy educators understand, experience, and enact curriculum integration.
To investigate the pedagogical and organizational aspects of integrated curricula in pharmacy education.

Main Methods:

Qualitative study employing in-depth interviews with pharmacy faculty.
Purposive sampling for maximum variation in disciplinary background and teaching experience.

Main Results:

Keywords:

Conceptions of curricula Curricula change Integrated curriculum Perspectives on curricula Pharmacy education

Related Experiment Videos

Four meanings of integration emerged: a method for organizing teaching, enactment by individuals, a source of tension between knowledge domains, and an impractical concept.

Integration is perceived as an abstract, learner-centered concept, yet complex and potentially leading to a loss of in-depth learning.

Varied conceptualizations of integration's purpose and effects result in differing levels and types of implementation.

Conclusions:

Pharmacy faculty perceive curriculum integration abstractly, with varied practical applications.
Addressing the rationale for change and improving the application of integration theory are crucial for meeting accreditation standards.
Further research is needed to bridge the gap between the theoretical concept of integration and its effective pedagogical implementation in pharmacy curricula.