Teaching History of Pharmacy in U.S. Pharmacy Schools

Abstract

Objective. To determine how the standards for teaching pharmacy history were met by U.S. pharmacy schools, whether schools wanted to expand their commitment to pharmacy history, what pedagogical assistance, if any, was desired, and whether elective courses were offered. Methods. There were 133 school deans who were asked to identify the responsible faculty for teaching pharmacy history. A 10-question online survey instrument was designed and emailed to these faculty or the dean if no faculty were identified. Follow-up emails were sent at 2-week intervals. If they were nonresponsive after three attempts, then telephone solicitation was attempted. Results. There were 100 schools (75%) that responded. Fifty-three percent were public and 47% were private; with 50% having class sizes of 100 or less, 41% with 101-250, and 9% having over 250. Eighty-six percent of respondents meet the ACPE requirement within a required course. Seventy-two percent devote only one to five hours of instruction to meet the requirement. Sixty-eight percent use no supporting literature, and among those who do, there was no common textbook. Interestingly, 21% wanted more teaching time, and 91% desired pedagogical assistance, varying from a packaged course (26%) to a syllabus with assignments and assessment banks (23%). Conclusion. Since no time or material guidelines were established to fulfill the ACPE pharmacy history educational requirements, these results provide a starting point to judge what is adequate and/or preferred. With the development of teaching guidelines and adoptable teaching materials, the pedagogical solution to this ACPE standard may become more complete and consistent.

Development of consensus-based aims, contents, intended learning outcomes, teaching, and evaluation methods for a history of medicine and pharmacy course for medical and pharmacy students in the Arab world: a Delphi study

“…Recently, there has been an increasing interest in consensus-based course contents [8,18]. Before this study, the academic literature provided scarce guidance Table 2 Views and opinions of the panelists on the importance of teaching history of medicine and pharmacy to medical and pharmacy students It has been argued that in a highly competitive environment, students as well as teaching faculty might find history a boring subject distracting students and faculty alike from concentrating more on the core courses [1,6,7]. In many medical and pharmacy schools, the curricula could be overwhelmingly crowded with huge amount of information that students need to learn [1,3].…”

“…Additionally, students could barely have a moment to catch their breath amid the countless number of examinations. However, recognition of events, milestones, and individuals that contributed to the advancement of science, medicine, and pharmacy is at the heart of both professions: medicine and pharmacy because history is full of tragedies to learn from and triumphs to celebrate [1,3,[5][6][7][19][20][21][22][23][24][25]. Engaging students through the use of Bloom's hierarchy and stirring their curiosities might reduce boredom reported with history courses.…”

“…In this study, the intended learning outcomes of the course were designed and classified in accordance with the cognitive domain of the Bloom's taxonomy of educational objectives, which has been amended by Krathwohl and Anderson [26]. Special emphasis was placed on promoting knowledge, gratifying curiosity, broadening views, and strengthening wisdom and judgement among students [1,3,7,19,27,28]. Because involvement of students on the different levels of Bloom's taxonomy was required, the strategies of teaching and learning in this course were designed to be delivered accordingly.…”

“…Enabling students to understand the principles, fundamentals, beliefs, and theories behind disease and treatment in different civilizations.5.0 7.0 4.0 3.0 7.0 9.0 7.0 2.0 4 Providing students with an understanding of the most important turning points and achievements in the history of medicine and pharmacy. 7.0 8.0 7.0 1.0 na na na na na not applicable, Q1 1st quartile, Q3 3rd quartile, IQR interquartile rangeon objectives and intended learning outcomes of history courses for medical and pharmacy students[1,8,18]. For the first time, this study provided consensus-based course objectives and intended learning outcomes.Additionally, this study provided how to design a course within the limited time dedicated to this course, how to teach the course, how to engage students in activities, and how to evaluate performance of the students considering the lower and higher orders of the cognitive domain.…”

Prioritizing Medication Management Criteria of National Hospital Accreditation Standards Using FDANP Model

“…Pharmacy accreditation standards should cover different aspects of pharmaceutical care, from staff training to pharmacy missions [11]. Put all these together, accreditation standards will improve the efficiency and productivity of all systems, help to achieve their goals, decrease costs and significantly improve human resources [12]. This model combines fuzzy decision making trial and evaluation laboratory (DEMATEL) with fuzzy analytical network process (ANP) to determine the global weighs of each standard and their impact relation map as well as their classification and priorities [13].…”