What is needed to reform pharmacy education in Jordan: An exploratory study based on a multi-stakeholder perspective
DOI:
https://doi.org/10.46542/pe.2022.224.6372Keywords:
Curriculum Design, Experiential Training, Jordan, Pharmacy Education, Workforce developmentAbstract
Background: The Jordanian pharmacy profession is facing challenges related to pharmacy education and graduates' readiness to join the workforce. The Jordanian Accreditation and Quality Assurance Commission for Higher Education Institutions has led an initiative to revise undergraduate pharmacy academic programmes.
Aim: This study aims to capture relevant stakeholders' perceptions of factors influencing pharmacy education in Jordan.
Methods: In March 2021, three focus group discussions were conducted with relevant stakeholders. Focus groups were thematically analysed. The "systems model of performance improvement" by Richard A. Swanson was broadly followed to interpret discerned themes.
Results: Thematic analysis resulted in three main themes. The discerned themes represented factors related to education input variables, teaching process variables, and environmental variables.
Conclusion: Teaching and learning processes should be shifted from educator-centred to student-centred. The academic curriculum should reflect the local context of practice and society. Future interventions should follow a holistic and comprehensive approach to reforming Jordan's pharmacy education.
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