A Six-Semester Integrated Pharmacy Practice Course Based on Entrustable Professional Activities

Area of Science:

• Pharmacy Education
• Curriculum Development
• Health Professions Education

Background:

• Traditional pharmacy curricula can lead to knowledge compartmentalization.
• Integrating foundational sciences with clinical applications is crucial for pharmacy practice.

Purpose of the Study:

• To design and evaluate a longitudinal, integrated pharmacy course.
• To assess the impact of integrated learning on student critical thinking and knowledge retention.

Main Methods:

• A one-credit course, Applications of Pharmacy Practice, was implemented across six semesters.
• Sessions integrated curricular material via case-based assessments and team activities.
• Evaluations used rubrics based on Core Entrustable Professional Activities for New Pharmacy Graduates.

Main Results:

• Most students achieved passing grades (70-89%) in the course.
• Students reported improved critical-thinking skills and better comprehension of semester material.
• A majority found the course beneficial, though some perceived the workload as excessive.

Conclusions:

• The longitudinal integrated course effectively helped students synthesize diverse pharmacy knowledge.
• This approach reduced knowledge compartmentalization, promoting a more holistic understanding.
• Further research is recommended to assess the course's impact on student performance in standardized assessments.