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Pharmacy educators’ intention for the curriculum: an Australian pilot study

Christy Noble, Ian Coombes, Lisa Nissen, Nicholas Shaw, Alexandra Clavarino

Abstract

Background: Pharmacy educators play an important role in supporting the professional identity formation of students, particularly in relation to their perceptions and strategies for the curriculum and subsequent learning experiences. 

Aim: To explore pharmacy educators’ perceptions of the purpose of the pharmacy curriculum and how they contribute to students’ development as pharmacists.

Methods: A one-off survey using a 20-item questionnaire distributed to all pharmacy educators at a single school of pharmacy who contributed to an Australian undergraduate pharmacy degree program.  

Results: Most educators viewed the curriculum and their role from a traditional perspective.  The educators felt the key purpose of the curriculum was to develop competent pharmacists by providing students with knowledge and skills.  There was a limited emphasis on patient-centredness. 

Conclusion: Whilst educators were focused on developing competent pharmacists through the provision of knowledge and skills, important learning opportunities supporting identity formation may be missed.


Keywords

Curriculum, Professional Identity Formation, Pharmacy Academics, Undergraduate Pharmacy Education, Australia


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