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Evaluating Curriculum Differences in US PharmD Programs: A Peer Evaluation.

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Summary
This summary is machine-generated.

Doctor of Pharmacy (PharmD) programs show significant curriculum variations. Simplifying structure and content can improve flexibility and reduce redundancy in pharmacy education.

Keywords:
Curriculum comparisonCurriculum contentPharmacy curriculumPharmacy education

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Higher Education

Background:

  • Doctor of Pharmacy (PharmD) programs in the United States exhibit diverse curricular structures and content.
  • Understanding these variations is crucial for accreditation and program improvement.

Purpose of the Study:

  • To evaluate differences and commonalities in curriculum structure and content across US PharmD programs.
  • To identify areas for potential standardization and enhancement in pharmacy education.

Main Methods:

  • Collected and analyzed curriculum data (course content, credit hours) from 135 accredited PharmD programs.
  • Utilized Accreditation Council for Pharmacy Education (ACPE) guidelines for categorization.
  • Evaluated core courses, electives, and experiential education components.

Main Results:

  • Significant variation in credit hours allocated to different subject areas was observed.
  • Only 9 out of 37 ACPE required content areas were consistently allocated credit hours by over 90% of schools.
  • Integrated curricula (85 schools), 3-year programs (19 schools), and distance learning (15 schools) were common structural variations.

Conclusions:

  • Substantial disparities exist in PharmD program credit hour allocation and curricular content.
  • Opportunities for curriculum simplification, redundancy reduction, and increased flexibility exist.
  • Aligning curricula with evolving healthcare needs is essential for effective pharmacy education.