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Zakeri M, Fatima B, Yazdanfard S, Sansgiry SS. Integrated curriculum in the United States pharmacy programs. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102094. [PMID: 38644128 DOI: 10.1016/j.cptl.2024.04.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Revised: 04/08/2024] [Accepted: 04/13/2024] [Indexed: 04/23/2024]
Abstract
INTRODUCTION In the last decade, significant changes in pharmaceutical sciences have influenced the delivery of pharmacy education in Pharmacy programs. Integrated curriculum is one such method considered. We aimed to describe the perceived level of integrated curriculum among PharmD programs in the US. METHODS From October 26th, 2021, until January 18th, 2022, faculty administrators across 138 US pharmacy colleges were surveyed. Data was collected regarding each program's perceived curriculum integration and assessment integration. Characteristics of each college, including region and the type of school (public/private), were obtained from the PharmCAS website. Programs were categorized into high-integration and low-integration groups for analysis purposes. Descriptive and comparative analysis by the level of curriculum integration was performed. RESULTS Overall, 60 colleges completed surveys (participation rate = 43.48%). Most schools were from the South region (38.33%) and public colleges (53.33%). The average perceived curriculum integration was 45% (SD = 23.69), while the average perceived assessment integration was 36% (SD = 25.52). Pharmacy practice [clinical sciences] (76.67%) was the most common discipline considered for integration, and the social and administrative sciences (21.67%) was the discipline least commonly considered for integration. Case-based learning (95%) was the most common pedagogy strategy to integrate knowledge from different disciplines. CONCLUSIONS Integrated curriculum implementation in the US PharmD programs varied across colleges. While most programs integrated their clinical practice courses, social and administrative sciences was the course least commonly integrated. Very limited progress in assessment integration was perceived.
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MESH Headings
- Curriculum/trends
- Curriculum/standards
- Curriculum/statistics & numerical data
- Humans
- United States
- Surveys and Questionnaires
- Education, Pharmacy/methods
- Education, Pharmacy/statistics & numerical data
- Education, Pharmacy/trends
- Education, Pharmacy/standards
- Schools, Pharmacy/statistics & numerical data
- Schools, Pharmacy/organization & administration
- Education, Pharmacy, Graduate/methods
- Education, Pharmacy, Graduate/statistics & numerical data
- Education, Pharmacy, Graduate/trends
- Education, Pharmacy, Graduate/standards
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Affiliation(s)
- Marjan Zakeri
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Bilqees Fatima
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Sahar Yazdanfard
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, USA.
| | - Sujit S Sansgiry
- Health Building 2. Pharmaceutical Health Outcomes and Policy Department, College of Pharmacy, University of Houston, 4849 Calhoun Road, Room 4050, Houston, TX 77204-5047, USA.
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Goodwin RL, Black AC, Nathaniel TI. Integrating basic, clinical, and health system science in a medical neuroscience course of an integrated pre-clerkship curriculum. ANATOMICAL SCIENCES EDUCATION 2024; 17:263-273. [PMID: 37772635 DOI: 10.1002/ase.2343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Revised: 08/03/2023] [Accepted: 09/15/2023] [Indexed: 09/30/2023]
Abstract
Basic science, clinical science, and health system science (HSS) have become three pillars of integration upon which modern, post-Flexner, medical education is now based. Because of this new approach to curricular integration in a clinical presentation curruculum, medical training is now placed in the context of healthcare delivery. This study described the design, implementation, and assessment of an integrated teaching strategy, including the effect on students' performance in a medical neuroscience course's summative and formative examinations of an integrated clinical presentation curriculum. The integrated teaching of basic science content, clinical case discussion, and HSS was performed in the first year of an allopathic integrated pre-clerkship curriculum. The two cohorts were from two different years, spring 2018 and 2019. The acceptance of the integrated teaching strategy by medical students was above 80% in all categories that were assessed, including enhancing the integrated experience in learning basic and clinical science materials in the context of HSS; understanding of the learning lessons; facilitation of self-directed learning; provision of a better learning environment; and a holistic understanding of materials including the relevance of HSS issues in the discussion of neurological cases in the medical career of the students. More than 90% of the students scored ≥70% in summative questions mapped to the four learning objectives of the integrated teaching session. The objectives are the correlation of structure to specific functions (94.0 ± 0.21), clinical anatomical features of the nervous system (95.0 ± 0.27), cross-sectional features of the nervous system (96.0 ± 0.31), and the effect of lesions on the structure and functional pathways of the nervous system (97.0 ± 0.34). This result was significantly higher when compared to students' performance in the non-integrated teaching cohort (p < 0.05). Formative assessments (F(7,159) = 92.52, p < 0.001) were significantly different between the two groups. When medical students were evaluated using the same questions for formative assessment, they performed better in the integrated teaching cohort (*p < 0.05) compared to the non-integrated teaching cohort (**p < 0.05).
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Affiliation(s)
- Richard L Goodwin
- Department of Biomedical Sciences, University of South Carolina School of Medicine, Greenville, South Carolina, USA
| | - Asa C Black
- Department of Biomedical Sciences, University of South Carolina School of Medicine, Greenville, South Carolina, USA
| | - Thomas I Nathaniel
- Department of Biomedical Sciences, University of South Carolina School of Medicine, Greenville, South Carolina, USA
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Hashmi S, Riaz Q, Qaiser H, Bukhari S. Integrating basic sciences into clerkship rotation utilizing Kern's six-step model of instructional design: lessons learned. BMC MEDICAL EDUCATION 2024; 24:68. [PMID: 38233860 PMCID: PMC10795218 DOI: 10.1186/s12909-024-05030-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 01/04/2024] [Indexed: 01/19/2024]
Abstract
BACKGROUND It is generally agreed that basic and clinical sciences should be integrated throughout the undergraduate medical education, however, there is still need for continued formal integration of basic sciences into clinical clerkship in many medical schools across the globe. METHODS Utilizing Kern's Six-Step Model of Instructional Design, we aimed to develop an intervention that would facilitate cognitive integration of basic and clinical sciences. After problem identification and targeted needs assessment through focused group discussion with the students and faculty, objectives were devised with an implementation plan of using flipped class approach to develop a content-focused and learner-centered teaching strategy. This intervention was piloted in the 2-week cardiology clerkship in Year 5. Evaluation of the content, integration, student and faculty experiences were recorded through in-depth interviews, FGDs and a formative MCQ test. RESULTS Flipped classroom based integrated sessions were successfully developed. The implementation phase was met with challenges that primarily stemmed from the diverse teaching styles among faculty members, hesitance to deviate from conventional practices, variations in clinic timings, and demanding schedules. Noteworthy observations were in terms of ownership of the project, the need for faculty development in modern student-centered teaching pedagogies, opportunities for content improvement, scheduling of sessions, and suggestion of revisiting fundamental concepts in basic sciences through a brief boot camp-style session at the onset of the clerkship. The role of flipped case model and clinical cases in integrating basic sciences into clinical sciences were appreciated by the students. Standardization in teaching practices was identified as the major challenge by the faculty. CONCLUSIONS A functional, learner-centered framework of cognitive integration of basic sciences in clinical sciences curriculum of cardiology rotation was developed with a potential to be implemented in other clerkship rotations.
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Affiliation(s)
- Satwat Hashmi
- Department of Biological and Biomedical Sciences, Faculty of Health Sciences, Aga Khan University, Stadium Road, 74800, Karachi, P.O. Box 3500, Pakistan.
| | - Qamar Riaz
- Department of Educational Development, Department of Surgery, Faculty of Health Sciences, Aga Khan University, Karachi, Pakistan
| | - Husnain Qaiser
- Department of Biological and Biomedical Sciences, Faculty of Health Sciences, Aga Khan University, Stadium Road, 74800, Karachi, P.O. Box 3500, Pakistan
| | - Saira Bukhari
- Department of Medicine, Section of Cardiology, Faculty of Health Sciences, Aga Khan University, Karachi, Pakistan
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Elkhadragy N, Corelli RL, Campbell NL, Zillich AJ, Hudmon KS. Lessons Learned from a Shared Curriculum on Tobacco Cessation Using a Mixed-Methods Approach. PHARMACY 2023; 11:123. [PMID: 37624078 PMCID: PMC10459099 DOI: 10.3390/pharmacy11040123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 07/12/2023] [Accepted: 07/25/2023] [Indexed: 08/26/2023] Open
Abstract
Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content.
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Affiliation(s)
- Nervana Elkhadragy
- School of Pharmacy, University of Wyoming, Laramie, WY 82017, USA
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Robin L. Corelli
- School of Pharmacy, University of California San Francisco, San Francisco, CA 94143, USA
| | - Noll L. Campbell
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Alan J. Zillich
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Karen Suchanek Hudmon
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
- School of Pharmacy, University of California San Francisco, San Francisco, CA 94143, USA
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Sun D, Kinney J, Hintz A, Beck M, Chen AMH. Advancing Pharmacy Education by Moving From Sequenced "Integration" to True Curricular Integration. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100056. [PMID: 37316122 DOI: 10.1016/j.ajpe.2023.100056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 01/10/2023] [Accepted: 01/13/2023] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Traditional pharmacy education focuses on teaching content, which is affectionately known as "silos". Each topic area or discipline includes a course or an individual class session designed to impart knowledge, skills, or abilities needed for the student pharmacist to become a practice-ready, team-ready pharmacist. With expanding content and educational standards, there have been calls to simplify and streamline content. Truly "integrated" curricula (sequenced, coordinated, and collaboratively taught) where silos are removed to foster student integrative learning and build connections across disciplines (foundational, clinical, and social or administrative sciences) could be one such approach. Thus, the objectives of this integrative review are to provide recommendations for decreasing curriculum overload by moving to truly integrated curricula, explore integrated approaches, discuss challenges and barriers, and propose next steps for creating integrated curricula that decrease content overload. FINDINGS Although there are different approaches to curricular integration, most curricular integration occurs through sequenced courses or integrated cases. In order to truly streamline content and foster connections across disciplines, integration must move beyond simply sequencing of content to content that includes all the disciplines taught seamlessly. When taught together, curricular integration offers the opportunity to cover medication classes quickly and efficiently with multiple opportunities for reinforcement. SUMMARY There remains limited data and examples of these types of true integration approaches. Thus, it is important for the Academy to determine if the integration of content improves curricular outcomes, positively affects students' learning, and addresses curriculum overload by increasing efficiency and streamlining curricula.
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Affiliation(s)
- Dianqing Sun
- Department of Pharmaceutical Sciences, The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, Hilo, HI, USA.
| | - Justin Kinney
- School of Pharmacy, Loma Linda University, Loma Linda, CA, USA
| | - Alexandra Hintz
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
| | - Melissa Beck
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
| | - Aleda M H Chen
- School of Pharmacy, Cedarville University, Cedarville, OH, USA
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Cardamone C, Linder DA, Knoll JS, Webster CRL, Murray M, Frank N, Shorter B, Heinze CR, Schonhoff CM. Use of short videos and case studies to enhance student confidence in biochemistry knowledge and application in a large lecture biochemistry course in first year veterinary curriculum. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:164-170. [PMID: 36606545 DOI: 10.1002/bmb.21705] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 12/08/2022] [Accepted: 12/20/2022] [Indexed: 06/17/2023]
Abstract
Large lecture courses are an efficient way to convey material to many students but have potential limitations, most notably the tendency for them to promote passive learning opportunities rather than active pedagogies. The curriculum at Cummings School of Veterinary Medicine at Tufts University, like many veterinary schools, contains many large lecture courses in the pre-clinical curriculum. This objective of this study was to use two active pedagogical interventions in a first-year lecture course named Veterinary Biochemistry and Metabolism that drew connections between basic science and several veterinary diseases. The first intervention targeted increasing students' intrinsic motivation and their confidence with understanding biochemistry concepts using videos created via collaborations between students, staff, and clinical and basic science faculty. The second intervention targeted active and collaborative learning via the implementation of clinical case studies completed in groups to relate lecture content to clinical scenarios with the aim of further enhancing student confidence in their knowledge of the material. To assess the effectiveness of these two interventions, pre-and post-course surveys using Likert style questions were administered to evaluate student confidence in the targeted concepts. The post-survey included open-ended responses on students' perspectives on their most important takeaways from the activities and their suggestions for improvements. The data showed a positive impact of these interventions on student motivation and confidence in their knowledge. This study provides support that targeted interventions to increase active learning strategies increase student engagement and may improve learning efficacy in large lecture courses.
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Affiliation(s)
- Carie Cardamone
- Center for the Enhancement of Learning and Teaching, Tufts University, Medford, Massachusetts, USA
| | - Deborah A Linder
- Department of Clinical Sciences, Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
| | - Joyce S Knoll
- Department of Comparative Pathobiology, Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
| | - Cynthia R L Webster
- Department of Clinical Sciences, Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
| | - Maureen Murray
- Department of Clinical Sciences, Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
| | - Nicholas Frank
- Department of Comparative Pathobiology, Cummings School of Veterinary Medicine at Tufts University, North Grafton, Massachusetts, USA
| | - Brittain Shorter
- Burlington Emergency and Veterinary Specialists, Burlington, Vermont, USA
| | | | - Christopher M Schonhoff
- Department of Physiology and Biophysics, Boston University Chobanian & Avedisian School of Medicine, Boston, Massachusetts, USA
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7
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Pasupuleti D, Nguyen T, Nahta R. Using Online Cancer Genomics Databases to Provide Teaching Resources for Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8683. [PMID: 34507956 PMCID: PMC10159395 DOI: 10.5688/ajpe8683] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2021] [Accepted: 08/30/2021] [Indexed: 05/06/2023]
Abstract
Connecting scientific concepts with clinical applications is an important objective of pharmacy education. As the field of precision oncology expands, it is critical for pharmacy students to understand how genetic information informs cancer treatment decisions. However, to effectively teach students about pharmacogenomics and pharmacogenetics, faculty require relevant educational resources, including those that support higher-order learning. In this Commentary, we demonstrate the potential utility of publicly accessible cancer genomics databases as teaching resources for pharmacogenomics and pharmacogenetics in oncology pharmacy education. Using clinical data retrieved from a genomics database, we illustrate how case studies can be developed to target core competencies, including understanding tumor genomics profiling, somatic mutations and pharmacotherapy selection, and clinical pharmacogenetics testing. Cancer genomics databases provide readily available, cost-effective, clinical data resources that support active learning related to pharmacogenomics and pharmacogenetics education in oncology pharmacy curricula.
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Affiliation(s)
| | - Tro Nguyen
- Mercer University, College of Pharmacy, Atlanta, Georgia
| | - Rita Nahta
- Mercer University, College of Pharmacy, Atlanta, Georgia
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Cervantes J, Dudrey E, Baatar D, Lyn H, Sambalingam D, Wojciechowska J, Hernan LJ. Improving Integration of Basic Science into Clinical Medicine: Vertical Integration into Clinical Education (VICE) Activity. MEDICAL SCIENCE EDUCATOR 2022; 32:47-50. [PMID: 35186430 PMCID: PMC8814280 DOI: 10.1007/s40670-021-01485-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/19/2021] [Indexed: 06/14/2023]
Abstract
UNLABELLED The integration of basic science into clinical clerkships continues to be a challenge in medical curricula. We developed an integrated session for 3rd year medical students enrolled in OB-Gyn/Pediatric Block. The session focused on transplacental and perinatal infections, and consisted of a student-driven pedagogy activity in which students were required to explain the basic science principles behind the pathophysiology of the clinical presentations, the work-up, and the treatment of the infections. This approach helps students understand how basic science knowledge informs clinical practice and potential increase clerkship-level students' confidence as it makes them serve as leaders of active learning modules. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01485-7.
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Affiliation(s)
- Jorge Cervantes
- Dept. Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Ellen Dudrey
- Dept. Medical Education, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Dolgor Baatar
- Department of Biomedical Science, Kaiser Permanente. Bernard J. Tyson School of Medicine, Pasadena, CA USA
| | - Heidi Lyn
- Dept. Obstetrics and Gynecology, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Devaraj Sambalingam
- Dept. Pediatrics, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Joanna Wojciechowska
- Dept. Pediatrics, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Lynn J. Hernan
- Dept. Pediatrics, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
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Barton AE, Borchard G, Wacker MG, Pastorin G, Saleem IY, Chaudary S, Elbayoumi T, Zhao Z, Flühmann B. Need for Expansion of Pharmacy Education Globally for the Growing Field of Nanomedicine. PHARMACY 2022; 10:pharmacy10010017. [PMID: 35202067 PMCID: PMC8878512 DOI: 10.3390/pharmacy10010017] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 01/10/2022] [Accepted: 01/13/2022] [Indexed: 11/26/2022] Open
Abstract
The emerging landscape of nanomedicine includes a wide variety of active pharmaceutical ingredients and drug formulations. Their design provides nanomedicines with unique features leading to improved pharmacokinetics and pharmacodynamics. They are manufactured using conventional or biotechnological manufacturing processes. Their physical characteristics are vastly different from traditional small-molecule drugs. Pharmacists are important members of the multi-disciplinary team of scientists involved in their development and clinical application. Consequently, their training should lead to an understanding of the complexities associated with the production and evaluation of nanomedicines. Therefore, student pharmacists, post-doctoral researchers, and trainees should be given more exposure to this rapidly evolving class of therapeutics. This commentary will provide an overview of nanomedicine education within the selection of pharmacy programs globally, discuss the current regulatory challenges, and describe different approaches to incorporate nanomedicine science in pharmacy programs around the world.
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Affiliation(s)
- Amy E. Barton
- Vifor Pharma Group, Vifor Pharma Management Ltd., Flughofstrasse 61, 8152 Glattbrugg, Switzerland;
- Correspondence: ; Tel.: +41-58-851-80-00
| | - Gerrit Borchard
- Section of Pharmaceutical Sciences, School of Pharmaceutical Sciences of Western Switzerland (ISPSO), University of Geneva,1, Rue Michel Servet, 1211 Geneva, Switzerland;
| | - Matthias G. Wacker
- Department of Pharmacy, Faculty of Science, National University of Singapore, 5 Science Drive 2, Singapore 117545, Singapore; (M.G.W.); (G.P.)
| | - Giorgia Pastorin
- Department of Pharmacy, Faculty of Science, National University of Singapore, 5 Science Drive 2, Singapore 117545, Singapore; (M.G.W.); (G.P.)
| | - Imran Y. Saleem
- School of Pharmacy and Biomolecular Sciences, Liverpool John Moores University, Liverpool L3 3AF, UK; (I.Y.S.); (S.C.)
| | - Shaqil Chaudary
- School of Pharmacy and Biomolecular Sciences, Liverpool John Moores University, Liverpool L3 3AF, UK; (I.Y.S.); (S.C.)
| | - Tamer Elbayoumi
- Department of Pharmaceutical Sciences & Nanomedicine Center of Excellence, College of Pharmacy Glendale Campus, Midwestern University, 19555 N. 59th Avenue, Glendale, AZ 85308, USA;
| | - Zhigang Zhao
- Department of Clinical Pharmacy, School of Pharmacy, Capital Medical University, No.10, Xitoutiao, You’anmen Wai, Fengtai District, Beijing 100069, China;
- Department of Pharmacy, Beijing Tiantan Hospital, Capital Medical University, 119 Nansihuan Xi Lu, Fengtai District, Beijing 100070, China
| | - Beat Flühmann
- Vifor Pharma Group, Vifor Pharma Management Ltd., Flughofstrasse 61, 8152 Glattbrugg, Switzerland;
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Hajj A, Hallit S, Sacre H, Akel M, Zeenny RM, Salameh P. Lebanese pharmacy core competencies framework: tool validation for self-declared assessment. INTERNATIONAL JOURNAL OF PHARMACY PRACTICE 2021; 29:598-604. [PMID: 34562077 DOI: 10.1093/ijpp/riab055] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Accepted: 08/06/2021] [Indexed: 11/14/2022]
Abstract
OBJECTIVES The Order of Pharmacists of Lebanon, the official pharmacists' association in Lebanon, had suggested a core competencies framework based on global and international frameworks and adapted to the local context. The objective of this study was to validate the structure of this comprehensive set of competencies in the Lebanese context of pharmacy practice. METHODS The framework structure was assessed through multiple factor analyses, correlational and reliability measures of self-declared assessment, based on a cross-sectional survey of practising pharmacists. KEY FINDINGS The framework had adequate structural validity and reliability: all measured coefficients were of appropriate magnitude. Behaviours adequately loaded on competencies, and competencies adequately loaded on domains and the entire framework. The exploratory factor analysis showed an adequate distribution of competencies in domains. Domains were also inter-correlated, without over-correlation. CONCLUSIONS Our results are an essential step towards standardizing pharmacy competencies in Lebanon and show that the Lebanese core competencies framework developed by the Order of Pharmacists of Lebanon is structurally valid and reliable, although not yet applied in the Lebanese educational system. This tool would be helpful to assess the minimum competencies of pharmacists upon and after graduation.
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Affiliation(s)
- Aline Hajj
- Laboratoire de Pharmacologie, Pharmacie clinique et Contrôle de Qualité des Médicaments, Pôle Technologie-Santé, Saint-Joseph University, Beirut, Lebanon.,Faculty of Pharmacy, Saint-Joseph University, Beirut, Lebanon
| | - Souheil Hallit
- Health Professions Department, INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.,Faculty of Medicine and Medical Sciences, Holy Spirit University of Kaslik (USEK), Jounieh, Lebanon.,Research Department, Psychiatric Hospital of the Cross, Jal Eddib, Lebanon
| | - Hala Sacre
- Health Professions Department, INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon
| | - Marwan Akel
- Health Professions Department, INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.,School of Pharmacy, Lebanese International University, Beirut, Lebanon
| | - Rony M Zeenny
- Health Professions Department, INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.,Department of Pharmacy, American University of Beirut Medical Center, Beirut, Lebanon
| | - Pascale Salameh
- Health Professions Department, INSPECT-LB (Institut National de Santé Publique, d'Épidémiologie Clinique et de Toxicologie-Liban), Beirut, Lebanon.,Faculty of Pharmacy, Lebanese University, Beirut, Lebanon.,Department of Primary Care and Population Health, University of Nicosia Medical School, Nicosia, Cyprus
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11
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Aref HAT, Wright BM, Davis BR, Fowlin JM. High-level curricular integration in pharmacy schools: A systematic literature review. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1724-1734. [PMID: 34895685 DOI: 10.1016/j.cptl.2021.09.046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2020] [Revised: 07/23/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Pharmacy school accreditors recommend curricular integration. With today's complex health care system, there is also a need for more intentional and seamless blending, characterizing what we propose as "high-level curricular integration" (i.e. intentional "weaving" of multiple disciplines to form a coherent whole). Despite accreditors' recommendations, the practical definition and implementation guidelines of high-level curricular integration are not clear. We aimed to describe high-level curricular integration practices in pharmacy schools by systematically reviewing the literature addressing four elements of high-level curricular integration. These were (1) organizational thread, (2) pedagogies, (3) evaluation strategies, and (4) barriers. METHODS A PRISMA-guided (preferred reporting items for systematic reviews and meta-analyses) literature search strategy was conducted to examine the scientific literature. Inclusion criteria were English written literature related to one or more of the four elements of high-level curricular integration in pharmacy schools. RESULTS After screening titles, abstracts, and full texts, 28 articles were included. The most used organizational thread was disease-oriented (n = 8, 28.5%), and the most reported pedagogy was case studies (n = 11, 39%). Over half of the studies reported how the integration experience was evaluated. Most studies addressed barriers (n = 21, 75%), with the most reported barriers being time (n = 12, 42%) and workload (n = 12, 42%). IMPLICATIONS This review aimed to define and describe high-level integration within schools of pharmacy through four elements. Numerous and diverse trends were identified, and these four elements should be considered when planning, implementing, evaluating, and reporting curriculum integration experiences.
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Affiliation(s)
- Heba A T Aref
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Edmonton, Alberta, Canada; Edmonton Clinic Health Academy (ECHA), 3-015, 11405 87 Avenue NW, Edmonton, Alberta, Canada.
| | - Bradley M Wright
- Director of the Professional Program, Department of Pharmacy Practice, Auburn University Harrison School of Pharmacy, 301 Governors Drive SW, Huntsville, AL 35801, United States.
| | - Brandy R Davis
- Harrison School of Pharmacy, Auburn University, Auburn, Alabama, Walker Bldg, 2316, Auburn, AL 36849, United States.
| | - Julaine M Fowlin
- Assistant Director for Instructional Design, Center for Teaching, Vanderbilt University, Nashville, TN, United States.
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Kim RE, Morningstar-Kywi N, Haworth IS. Integration of Clinical and Scientific Principles in the Teaching of Drug-Drug Interactions. MEDICAL SCIENCE EDUCATOR 2021; 31:2169-2176. [PMID: 34956730 PMCID: PMC8651912 DOI: 10.1007/s40670-021-01395-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/29/2021] [Indexed: 06/14/2023]
Abstract
Evaluation of drug-drug interactions (DDIs) is an integral part of pharmacy practice worldwide. An understanding of the scientific mechanisms behind and the clinical implications of DDIs is important for proper management of pharmacotherapy. Here, we describe an integrated approach to teaching both aspects of DDIs as a standalone module in diverse course settings. These include on-campus and online delivery to international and local audiences in small and large classes. We describe the scientific, clinical, and integrated learning objectives of the module, and we show how these can be achieved through group projects based on published DDI case reports.
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Affiliation(s)
- Rory E. Kim
- Titus Family Department of Clinical Pharmacy, School of Pharmacy, University of Southern California, Los Angeles, CA 90089 USA
| | - Noam Morningstar-Kywi
- Titus Family Department of Clinical Pharmacy, School of Pharmacy, University of Southern California, Los Angeles, CA 90089 USA
- Department of Pharmacology & Pharmaceutical Sciences, School of Pharmacy, University of Southern California, Los Angeles, CA 90089 USA
| | - Ian S. Haworth
- Department of Pharmacology & Pharmaceutical Sciences, School of Pharmacy, University of Southern California, Los Angeles, CA 90089 USA
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Malhotra A, Reddy IK, Fulford M, Khasawneh FT, Tiwari AK, Feng X. Strategies for the integration of foundational and clinical sciences in doctor of pharmacy programs. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ashim Malhotra
- College of Pharmacy California Northstate University Elk Grove California USA
| | - Indra K. Reddy
- Irma Lerma Rangel College of Pharmacy Texas A&M University Kingsville Texas USA
| | - Michael Fulford
- College of Pharmacy University of Georgia Athens Georgia USA
| | - Fadi T. Khasawneh
- Irma Lerma Rangel College of Pharmacy Texas A&M University Kingsville Texas USA
| | - Amit K. Tiwari
- The College of Pharmacy and Pharmaceutical Sciences The University of Toledo Toledo Ohio USA
| | - Xiaodong Feng
- College of Pharmacy California Northstate University Elk Grove California USA
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Weissig V, Elbayoumi T, Flühmann B, Barton A. The Growing Field of Nanomedicine and Its Relevance to Pharmacy Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8331. [PMID: 34615620 PMCID: PMC8500291 DOI: 10.5688/ajpe8331] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Accepted: 02/10/2021] [Indexed: 06/13/2023]
Abstract
The field of nanomedicine is a rapidly growing scientific domain. Nanomedicine encompasses a diverse number of active pharmaceutical ingredients. Submissions of Investigational New Drugs and New Drug Applications have risen dramatically over the last decade. There are over 50 nanomedicines approved for use by the US Food and Drug Administration (FDA). Because of the fundamental role pharmacists will play in therapeutic and administrative decisions regarding nanomedicines, it is imperative for future pharmacists to gain exposure early in their training to this rapidly evolving class of drugs. This commentary describes nanomedicines, discusses current regulatory challenges, and provides recommendations for judicious incorporation of nanomedicine topics into the Doctor of Pharmacy curriculum based on emerging pharmaceutical and clinical science applications.
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Affiliation(s)
- Volkmar Weissig
- Midwestern University, College of Pharmacy Glendale, Glendale, Arizona
| | - Tamer Elbayoumi
- Midwestern University, College of Pharmacy Glendale, Glendale, Arizona
| | - Beat Flühmann
- Vifor Pharma Group, Vifor Pharma Management Ltd, Glattbrugg, Switzerland
| | - Amy Barton
- Vifor Pharma Group, Vifor Pharma Management Ltd, Glattbrugg, Switzerland
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Hambuchen MD, Clay TB. Interdisciplinary communication to efficiently develop integrated pharmacotherapeutic sessions. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1375-1378. [PMID: 32867938 DOI: 10.1016/j.cptl.2020.06.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 06/03/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Integration of clinical, biomedical, social, administrative, and pharmaceutical sciences in a pharmacotherapeutics course is beneficial to student education. Unfortunately, the perceived increase in time, commitment, and workload required to produce integrated material often serves as a barrier to high level academic integration. This commentary discusses how interdisciplinary faculty communication started at the beginning of content development, using an initial brief planning session and ongoing unscheduled flexible methods, can efficiently produce integrated material without substantially increasing faculty workload compared to independently produced integrated course material. COMMENTARY Content development can be streamlined during a short initial meeting to consider the relevant disciplines (e.g., pharmacology, medicinal chemistry, clinical sciences) for a topic and to collaboratively develop corresponding content outlines. To produce fully integrated material, collaborators should develop content using a cloud-based file sharing system and communicate using asynchronous, electronic means to ask questions and provide suggestions to collaborators. IMPLICATIONS Interdisciplinary communication is the foundation of integrated pharmacotherapeutic sessions, but supplemental meetings in addition to already required faculty meetings are both challenging to schedule and time consuming. With proper planning and the deliberate use of both continuous file sharing and asynchronous electronic communication, educators can produce parallel content emphasizing key concepts across disciplines without substantially increasing faculty workload.
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Affiliation(s)
- Michael D Hambuchen
- Marshall University School of Pharmacy, Huntington, West Virginia, United States.
| | - Tyler B Clay
- Marshall University School of Pharmacy, Huntington, West Virginia, United States.
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DiVall M, Abate MA, Blake EW, Carter J, Chadha GS, Jackowski RM, Khasawneh FT, Taylor JR, Wagner JL. Recommendations for integration of foundational and clinical sciences throughout the pharmacy curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1371-1374. [PMID: 32867937 DOI: 10.1016/j.cptl.2020.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2019] [Revised: 04/06/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacy faculty have the often difficult task of translating and incorporating existing concepts and advances from the foundational sciences into the clinical sciences and practice. This commentary focuses on content integration as a curricular and educational strategy, outcomes data from integration, and recommendations for programs employing or considering curricular integration. COMMENTARY Integration of foundational and clinical sciences across the curriculum has been emphasized in accreditation standards but met with mixed reactions by faculty across different disciplines in the academy. Many pharmacy programs have already incorporated some level of integration in didactic courses. However, most report coordination of curricular delivery rather than higher levels of integration in which different disciplines work together to design and deliver instructional materials across the entire curriculum. IMPLICATIONS Curricular integration models should be optimized to minimize or eliminate the risks of marginalization of foundational sciences in pharmacy curricula. A significant problem in implementing curricular integration is determining the appropriate balance between foundational and clinical sciences. Well-designed curricular integration with ongoing reinforcement that builds in complexity over time could enhance knowledge retention, critical thinking abilities, and clinical decision making. Further research is needed into the outcomes achieved from various integrated curricular approaches in pharmacy education.
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Affiliation(s)
- Margarita DiVall
- Bouvé College of Health Sciences, Department of Pharmacy and Health System Sciences, Northeastern University School of Pharmacy, 120 Behrakis, Boston, MA 02115, United States.
| | - Marie A Abate
- West Virginia University School of Pharmacy, 1124 Health Sciences, North Morgantown, WV 26506, United States.
| | - Elizabeth W Blake
- University of South Carolina College of Pharmacy, 715 Sumter Street, Columbia, SC, United States.
| | - Jean Carter
- University of Montana Skaggs School of Pharmacy, 341 Skaggs Building, Missoula, MT 59812, United States.
| | - Gurkishan Singh Chadha
- University of New England College of Pharmacy, 716 Stevens Ave, Portland, ME 04103, United States.
| | - Rebekah M Jackowski
- Midwestern University College of Pharmacy Glendale, 19555 N 59th Ave, Glendale, AZ 85308, United States.
| | - Fadi T Khasawneh
- Irma Lerma Rangel College of Pharmacy Texas A&M University, 1010 West Avenue B, Kingsville, TX 78363, United States.
| | - James R Taylor
- University of Florida College of Pharmacy, 1225 Center Dr, Gainesville, FL 32610, United States.
| | - Jamie L Wagner
- University of Mississippi School of Pharmacy, Department of Pharmacy Practice, Jackson, MS 39216, United States.
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Cavuoto Petrizzo M, Olvet DM, Stern JNH. Allergists/immunologists contextualize and provide relevance to immunology in a preclerkship undergraduate medical education curriculum. Ann Allergy Asthma Immunol 2020; 125:475-477. [PMID: 32745611 DOI: 10.1016/j.anai.2020.07.031] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Revised: 07/22/2020] [Accepted: 07/27/2020] [Indexed: 11/19/2022]
Affiliation(s)
- Marie Cavuoto Petrizzo
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York; Department of Pediatrics, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York.
| | - Doreen M Olvet
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York
| | - Joel N H Stern
- Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York; Department of Molecular Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York; Department of Neurology, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York; Department of Surgery, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York
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