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Integrated curriculum in the United States pharmacy programs.

Marjan Zakeri1, Bilqees Fatima1, Sahar Yazdanfard1

  • 1Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.

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Integrated curriculum in US Doctor of Pharmacy (PharmD) programs shows varied implementation, with clinical sciences commonly integrated but social/administrative sciences lagging. Assessment integration remains limited.

Keywords:
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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Higher Education Pedagogy

Background:

  • Significant advancements in pharmaceutical sciences necessitate evolving pharmacy education.
  • Integrated curricula are increasingly considered to enhance PharmD program delivery.
  • This study addresses the perceived level of curriculum integration within US PharmD programs.

Purpose of the Study:

  • To describe the perceived level of integrated curriculum implementation in Doctor of Pharmacy (PharmD) programs across the United States.
  • To analyze the extent of curriculum and assessment integration in pharmacy education.
  • To identify common disciplines and pedagogical strategies used in curriculum integration.

Main Methods:

  • A survey was distributed to faculty administrators at 138 US pharmacy colleges between October 2021 and January 2022.
  • Data collected included perceived curriculum and assessment integration levels, alongside college characteristics (region, public/private).
  • Programs were classified into high- and low-integration groups for comparative analysis.

Main Results:

  • A 43.48% participation rate yielded data from 60 colleges, predominantly public institutions in the South.
  • Average perceived curriculum integration was 45%, with assessment integration at 36%.
  • Pharmacy practice (clinical sciences) was most frequently integrated (76.67%), while social and administrative sciences were least integrated (21.67%). Case-based learning was the predominant integration strategy (95%).

Conclusions:

  • Implementation of integrated curricula in US PharmD programs demonstrates considerable variation among institutions.
  • Clinical practice courses are widely integrated, contrasting with the limited integration of social and administrative sciences.
  • Perceived progress in integrating assessments into the curriculum remains minimal.