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Exploring curriculum gaps in pharmacy education in Nepal: A pilot study and recommendations for reform
Tara Man Kadayat1, Niraj Sharma2, Amrit Gaire3
1College of Pharmacy, University of Kentucky, Lexington, KY 40536, USA; College of Pharmacy, Larkin University, Miami, FL 33169, USA.
Objective:
To explore the current state, issues, and challenges of pharmacy education in Nepal, with the aim of offering recommendations for improvement.
Methods:
Pre-structured focus group discussions were conducted online via Zoom with final-year BPharm students, faculty members, and alumni of four pharmacy schools in Nepal. Thematic analysis was performed to identify emerging themes.
Results:
Five focus groups included a total of 25 participants. Four groups comprised of final-year BPharm students and faculty members (n = 20), and one group of alumni who are pharmacist (n = 5). Six key themes, theory-practice gap and internship inefficiencies; faculty expertise mismatch; lack of innovative teaching and evaluation methods; weak professional identity and regulation; curriculum design limitations, and resource shortage and underutilization emerged from this research. Participants also offered key suggestions for strengthening pharmacy education in Nepal.
Conclusion:
This pilot study advocates for a transformative reform of pharmacy education in Nepal, either by restructuring the current BPharm program or transitioning to a professional PharmD program model to improve clinical training and professional readiness. Key recommendations include strengthening experiential learning to better engage students, integrating innovative teaching methods, reinforcing professional identity, enhancing regulatory frameworks, promoting collaborative development of curriculum, and optimizing educational resources to ensure quality education.
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