Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study

Abstract

Background: Pharmacy curriculum must prepare students with the necessary competencies to respond to society health-related needs. Aim: This study aims to analyze the allocation of competencies that pharmacists should acquire during their education in the courses constituting pharmacy curricula in Spain. Materials and Methods: All mandatory undergraduate pharmacy courses from all Spanish universities were analyzed in accordance with the official Spanish competency framework. Information about courses and competencies assigned was extracted from the syllabi available at the websites of all colleges of pharmacy existing in Spain (2016/2017). Elective courses, courses that correspond to the internship period or final dissertation activities and courses that did not present an online syllabus were excluded from the analysis. The allocation of the 15 general competencies and 67 specific competencies defined in the official Spanish competency framework was investigated. Results: The 22 Spanish universities offering pharmacy degrees teach 1261 courses, of which 942 are mandatory courses. Syllabi of 881 courses were available on the internet and were analyzed. A total of 560 could be objectively associated with the following areas of knowledge: 23.8% with chemistry, 6.8% with physics and mathematics, 16.4% with biology, 13.0% with pharmaceutical technology, 29.6% with medicine and pharmacology, 10.2% with legislation and social pharmacy and 0.2% with internships (not taught during the internship period). Competency allocation patterns are very different across universities. Conclusion: The results show that Spanish colleges of pharmacy do not appropriately use the official Spanish competency framework. Competencies and courses are mismatched in pairing basic sciences to practice competencies.

Learning basic physics in Pharmacy Study Program with systems thinking skills needed by pharmacy students

“…These frameworks generally serve as guiding principles for formulating, enhancing, and modifying pharmacy curricula. Pharmacy students are required to develop a range of skills and knowledge that enable them to understand the healthcare needs of patients and the broader community throughout their educational and training journey (Nunes-da-Cunha & Fernandez-Llimos, 2019). Some colleges have integrated basic physics courses into their academic programs, considering it a necessary prerequisite for advanced courses and a foundational skill for anyone pursuing a career in pharmacy.…”

“…Competency-based curricula involve the integration of desired competencies with various aspects of education, such as teaching and learning methodologies, educational practices, diverse learning contexts and settings, assessment methods, and research activities (Kraus, S. F., & Krause, 2020;Liu et al, 2021;Nguyen et al, 2022;Nunes-da-Cunha & Fernandez-Llimos, 2019;Pettersen, 2019). In order for pharmacists to effectively address societal challenges, it is crucial for them to have a comprehensive understanding of physics education in the context of pharmacy.…”