Stakeholder role in setting curriculum priorities for expanding pharmacy scope of practice
DOI:
https://doi.org/10.46542/pe.2023.231.640647Keywords:
Australia, Curriculum, Pharmacy education, Scope of practice, Stakeholder engagementAbstract
Globally, pharmacy education has evolved as scope of practice expands, from four-year bachelor’s programmes to extended, more clinically focused qualifications. Curriculum transformation is typically led by academics then presented to expert stakeholders for confirmation and comment. This study aimed to engage stakeholders in initial curriculum design to transform pharmacy education at one Australian university. The nominal group technique was used to identify priorities for curriculum and work integrated learning. Twenty-three diverse stakeholders proposed 153 ideas for curriculum and work integrated learning across four sessions, and these were consolidated into 10 to 11 over-arching statements per group and voted on. Group discussions were recorded, then transcribed verbatim followed by thematic analysis of transcripts. Priority areas included specific skills for extended scope and role specialisation, and innovative changes to work-integrated learning to ensure alignment with evolving complexity in practice. Early stakeholder participation enriched curriculum design using a sustainable approach to industry engagement.
References
Austin, Z., & Ensom, M. H. H. (2008). Education of pharmacists in Canada. American Journal of Pharmaceutical Education, 72(6), 128. https://doi.org/10.5688%2Faj7206128
Australian Pharmacy Council. (2022). Performance outcomes framework. https://apcwebsite.blob.core.windows.net/webfiles/5bf2cde1487fed1181ac00224810ab99/APC%20Performance%20Outcomes%20Framework%202020_Updated%20Oct%202022%20(WEB).pdf?sv=2015-07-08&sr=b&sig=9csPHmv%2BZgEqqsgvxxIceXPtxL5POBtFEuAxSl4vYH4%3D&se=2023-09-12T02%3A55%3A34Z&sp=r
Bajis, D., Moles, R., Hosp, D., & Chaar, B. (2018). Stakeholders’ perspectives on quality assurance of pharmacy education in the Eastern Mediterranean region. American Journal of Pharmaceutical Education, 82(10), 6482. https://doi.org/10.5688/ajpe6482
Basak, S. C., & Sathyanarayana, D. (2010). Pharmacy education in India. American Journal of Pharmaceutical Education, 74(4), 68. https://doi.org/10.5688/aj740468
Brandon, P., & Fukunaga, L. (2014). The state of the empirical research literature on stakeholder involvement in program evaluation. American Journal of Evaluation, 35(1), 26–44. https://doi.org/10.1177/1098214013503699
Canadian Pharmacists Association. (2008, June). Task force on a blueprint for pharmacy. Blueprint for pharmacy: The vision for pharmacy. https://www.pharmacists.ca/cpha-ca/assets/File/pharmacy-in-canada/blueprint/The%20Vision%20for%20%20Pharmacy_Apr%201%2009.pdf
Canadian Pharmacists Association. (2011). CPhA position statement: Doctor of Pharmacy degree as an entry-level to practice. https://www.pharmacists.ca/cpha-ca/assets/File/cpha-on-the-issues/PharmD%20Entry%20Level.pdf
Canadian Pharmacists Association. (n.d.). Scope of practice. Retrieved November 22, 2022, from https://www.pharmacists.ca/advocacy/scope-of-practice/
Chanakit, T., Low, B. Y., Wongpoowarak, P., Moolasarn, S., & Anderson, C. (2015). Does a transition in education equate to a transition in practice? Thai stakeholder’s perceptions of the introduction of the Doctor of Pharmacy programme. BMC Medical Education, 15(1), 205. https://doi.org/10.1186/s12909-015-0473-4
Couzos, S., Smith, D., Stephens, M., Preston, R., Hendrie, D., Loller, H., Tremlett, M., Nugent, A., Vaughan, F., Crowther, S., Boyle, D., Buettner, P., & Biros, E. (2020). Integrating pharmacists into Aboriginal Community Controlled Health Services (IPAC project): Protocol for an interventional, non-randomised study to improve chronic disease outcomes. Research in Social and Administrative Pharmacy, 16(10), 1431–1441. https://doi.org/10.1016/j.sapharm.2019.12.022
Forrester, C. A., Lee, D. S., Hon, E., Lim, K. Y., Brock, T. P., Malone, D. T., Furletti, S. G., & Lyons, K. M. (2021). Preceptor perceptions of pharmacy student performance before and after a curriculum transformation. American Journal of Pharmaceutical Education, 87(2), ajpe8575. https://doi.org/10.5688/ajpe8575
Frankel, G., Louizos, C., & Austin, Z. (2014). Canadian educational approaches for the advancement of pharmacy practice. American Journal of Pharmaceutical Education, 78(7), 143. https://doi.org/10.5688/ajpe787143
Gallimore, C. E., Porter, A. L., & Barnett, S. G. (2016). Development and application of a stepwise assessment process for rational redesign of sequential skills-based courses. American Journal of Pharmaceutical Education, 80(8), 136. https://doi.org/10.5688/ajpe808136
Government of Canada. (2023, July 18). Wages for pharmacists. Job Bank. Retrieved March 21, 2023, from https://www.jobbank.gc.ca/marketreport/wages-occupation/18196/ca
Haggan, M. (2020, November 2). Plans for Queensland’s pharmacists. Australian Journal of Pharmacy. https://ajp.com.au/news/plans-for-queenslands-pharmacists/
Ho, K. T. C. (2016). Experiential learning in undergraduate pharmacy curriculum: A case study of co-operative experience of pharmacy students (Publication No. 10138914) [Ph.D. Thesis, University of Toronto]. ProQuest Dissertations Publishing. https://www.proquest.com/docview/1822517545/abstract/9EA97DF1AF024B27PQ/1
International Pharmaceutical Federation (FIP). (2022). Sports pharmacy practice and education: A global overview. The Hague: International Pharmaceutical Federation. https://farmaciavirtuale.it/wp-content/uploads/2022/12/3606-Sports-pharmacy-practice-and-education-Fip.pdf
Islam, M. A., Chen, G., & Talukder, R. (2016). Specialty tracks in Pharm.D. curricula of US colleges and schools of pharmacy. Currents in Pharmacy Teaching and Learning, 8(6), 774–781. https://doi.org/10.1016/j.cptl.2016.08.006
Jones, J. (2007). Connected learning in co-operative education. International Journal of Teaching and Learning in Higher Education, 19(3), 263–273.
Labour Market Insights. (n.d.). Pharmacists. Retrieved March 7, 2023, from https://labourmarketinsights.gov.au/occupation-profile/pharmacists?occupationCode=2515
Lau, E. T. L., Rochin, M. E., DelDot, M., Glass, B. D., & Nissen, L. M. (2017). “There’s no touching in pharmacy”: Training pharmacists for Australia’s first pharmacist immunization pilot. The Canadian Journal of Hospital Pharmacy, 70(4), 281–287.
Lin, Y.-Y. (2012). Evolution of Pharm D education and patient service in the USA. Journal of Experimental & Clinical Medicine, 4(4), 227–230. https://doi.org/10.1016/j.jecm.2012.06.012
Malone, D., Galbraith, K., White, P. J., Exintaris, B., Nicolazzo, J. A., Brock, T., Bruno-Tomé, A., Short, J. L., & Larson, I. (2021). Development of a vertically integrated pharmacy degree. Pharmacy, 9(4), 156. https://doi.org/10.3390/pharmacy9040156
McMillan, S. S., King, M., & Tully, M. P. (2016). How to use the nominal group and Delphi techniques. International Journal of Clinical Pharmacy, 38(3), 655–662. https://doi.org/10.1007/s11096-016-0257-x
Microsoft. (n.d.). Microsoft Teams (Version 1.5) [Computer software]. Microsoft.
Mullen, R., Kydd, A., Fleming, A., & McMillan, L. (2021). A practical guide to the systematic application of nominal group technique. Nurse Researcher, 29(1), 14–20. https://doi.org/10.7748/nr.2021.e1777
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
Owen, S., & Stupans, I. (2012). Experiential placements: Dissemination and stakeholder engagement for curriculum planning action to prepare future pharmacy professionals. Journal of Learning Design, 3(1), 1–10. https://doi.org/10.5204/jld.v3i1.38
Parsons, K. A., Nemec, E. C., Maynard, K. M., & Welch, B. (2018). Specialization within pharmacy education: A survey of curricular track or concentration offerings. Currents in Pharmacy Teaching and Learning, 10(4), 433–438. https://doi.org/10.1016/j.cptl.2017.12.012
Pharmaceutical Society of Australia. (2020). Medicine safety: Aged care. https://www.psa.org.au/wp-content/uploads/2020/02/Medicine-Safety-Aged-Care-WEB-RES1.pdf
Porter, A. L., Portillo, E. C., Gallimore, C. E., Zorek, J. A., & Barnett, S. G. (2020). Let external stakeholders be your guide to curricular revision. American Journal of Pharmaceutical Education, 84(8), ajpe8021. https://doi.org/10.5688/ajpe8021
QSR International. (2020). Nvivo (Version 1.2 (426)) [Computer software]. QSR International.
Supapaan, T., Low, B. Y., Wongpoowarak, P., Moolasarn, S., & Anderson, C. (2019). A transition from the BPharm to the PharmD degree in five selected countries. Pharmacy Practice, 17(3), 1611. https://doi.org/10.18549/PharmPract.2019.3.1611
The Fair Work Commission. (n.d.). Modern awards pay database. Retrieved March 7, 2023, from https://www.fwc.gov.au/agreements-awards/awards/modern-awards-pay-database
The Pharmacy Guild of Australia. (2023). Framework for change centenary. https://www.guild.org.au/__data/assets/pdf_file/0031/127687/Centenary-Framework-for-Change_2023.pdf
Udoh, A., Ernawati, D. K., Akpan, M., Galbraith, K., & Bates, I. (2020). Pharmacies and primary care: A global development framework. Bulletin of the World Health Organization, 98(11), 809–811. https://doi.org/10.2471/BLT.19.248435
U.S. Bureau of Labor Statistics. (n.d.). Occupational employment and wage statistics. Retrieved March 6, 2023, from https://www.bls.gov/oes/current/oes291051.htm
Wheeler, A. J., Spinks, J., Kelly, F., Ware, R. S., Vowles, E., Stephens, M., Scuffham, P. A., & Miller, A. (2018). Protocol for a feasibility study of an Indigenous Medication Review Service (IMeRSe) in Australia. BMJ Open, 8(11), e026462. https://doi.org/10.1136/bmjopen-2018-026462
Winkle, A. (2020, July 1). UTI treatment pilot program starts in Queensland pharmacies. Australian Pharmacist. https://www.australianpharmacist.com.au/uti-treatment-pilot-queensland-pharmacies/
