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Practice transformation starts in the classroom: Mapping practice change learning in a PharmD program.

T'Bony Jewell1, Ashley M Lohmann2, E Michael Murphy3

  • 1Ohio Northern University, 525 S Main St, Ada, OH 45810, United States of America.

Currents in Pharmacy Teaching & Learning
|November 19, 2024
PubMed
Summary
This summary is machine-generated.

Pharmacy schools need to enhance Doctor of Pharmacy (PharmD) curricula to include practice change learning. Key improvements involve value-based outcomes, interprofessional communication, and diverse career exposure for future pharmacists.

Keywords:
ACPECurriculum mappingDoctor of pharmacy curriculumPharmacy practicePractice transformationStudent pharmacists

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Healthcare Professional Training

Background:

  • The pharmacy profession is evolving, necessitating the integration of practice change learning into Doctor of Pharmacy (PharmD) programs.
  • Evaluating current teaching methods for practice change within PharmD curricula is crucial for identifying areas of improvement.

Observation:

  • Student focus groups and faculty interviews were conducted to understand learner perspectives and current teaching practices.
  • Practice change learning experiences were mapped against Accreditation Council for Pharmacy Education (ACPE) standards and institutional outcomes.

Findings:

  • Gaps were identified in integrating value-based outcomes, communication with external healthcare organizations and payors, and exposure to non-traditional pharmacy careers.
  • Opportunities exist to enhance curriculum by focusing on healthcare reimbursement, community health communication, and diverse professional pathways.

Implications:

  • A dedicated faculty member will lead the integration and optimization of practice change content within the PharmD program.
  • Future efforts will focus on full curricular integration and utilizing alumni feedback to refine program effectiveness.