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Exploring pharmacy students' perceptions on curriculum enhancements in a foundation of pharmacology course: A
Farhat Naz Hussain1, Muneera Al-Hajri1, Sondus Jawad1
1College of Pharmacy, QU Health Sector, Qatar University, Qatar.
Introduction:
Pharmacology is often perceived by students as a challenging discipline within health professions curricula. Introducing a foundations course early, using a scaffolding approach, may help students build a stronger knowledge base and progressively engage with more complex pharmacological concepts. While integrated and modular curricula are increasingly adopted to reduce compartmentalized learning, there remains a risk that discipline-specific competencies, such as pharmacology, may be overlooked. This research aimed to explore pharmacy students' perceptions of how a scaffolding approach in a foundation of pharmacology course supported their pharmacology knowledge development, and how the course influenced their preparedness for learning subsequent pharmacology concepts.
Methods:
The foundations of pharmacology course learning objectives and course content were revised to introduce basic pharmacological concepts earlier in the curriculum. Six focus-group-interviews were conducted with twenty-four undergraduate pharmacy students to explore their perceptions on how the revised course supported their foundational pharmacology knowledge. The data were analysed by inductive thematic analysis.
Results:
Four key themes emerged from the analysis: (1) appropriate placement of the course within the curriculum, (2) students' readiness to apply course content, (3) teaching strategies and course execution, (4) opportunities for course enhancement. Students had positive perceptions on the revised curriculum, which enhanced their understanding of complex pharmacological concepts. Students appreciated learning foundational pharmacology principles in their first professional year, as it allowed them to progressively build on their pharmacology knowledge and transfer this knowledge to other pharmacy subjects.
Conclusions:
This study found that students favoured a foundation of pharmacology course introduced early in the curriculum using a scaffolding approach. These findings highlight the importance of sequencing and scaffolding in pharmacology education and provide insights to inform future curriculum design.
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