The Role of Curriculum Committees in Pharmacy Education

Abstract

Objective. To conduct a follow-up survey of curriculum committee chairs in US colleges and schools of pharmacy to describe current committee structures and functions and determine whether changes have occurred over time. Methods. A descriptive cross-sectional study design using a 30-item survey instrument regarding the structure, function, and charges of curriculum committees was sent to 100 curriculum committee chairs. Several new variables were added to the questionnaire to explore the use of systematic reviews, oversight of experiential education, and the impact of accreditation standards on work focus. Results. Eighty-five chairs responded. Curriculum committees are on average 1 person larger, less likely to have a student vote, more likely to have formal charges, and more likely to be involved in implementing an outcomes-based curriculum compared with 1994. Committees have shifted their work focus from review of curricular content to curricular revision. Conclusions. Curriculum committees continue to evolve as they respond to changes in pharmacy education and accreditation standards.

An Updated National Profile of Curriculum Committees at US Schools and Colleges of Pharmacy

“…The questionnaire was based on the instrument used in the 1995 and 2011 surveys of curriculum committees. 1,2 The items were reviewed and updated with some response options changed or deleted and several new items related to Standards 2016 added. 4,5 The questionnaire contained 32 items that were mostly close-ended with several open-ended questions.…”

“…Curriculum committees (CCs) within schools/colleges of pharmacy (S/COP) are tasked with implementing these changes. 1,2 An initial survey of CCs occurred in 1995, followed by one in 2011. 1,2 Since 2011, many changes to pharmacy education have occurred including the 2013 revision of the Center for the Advancement of Pharmacy Education (CAPE) outcomes that were expanded to include the affective domain.…”

“…1,2 An initial survey of CCs occurred in 1995, followed by one in 2011. 1,2 Since 2011, many changes to pharmacy education have occurred including the 2013 revision of the Center for the Advancement of Pharmacy Education (CAPE) outcomes that were expanded to include the affective domain. 3 These CAPE outcomes were then integrated into the Accreditation Council for Pharmacy Education (ACPE) revised accreditation standards (Standards 2016) as Standards one to four.…”

Interweaving Curriculum Committees

“…A survey of pharmacy schools found similar results. 21,22 In 1998, Watson et al 23 discussed the lessons learned from a five-year curriculum change process. A key factor for success of that change was to clarify and reiterate regularly to the curriculum committee members that they should act in the institution's best interests and the faculty as a body-not as protectors of the interests of their individual departments.…”

The Course Syllabus: Legal Contract or Operator’s Manual?

“…However, their focus is usually on review of course proposals, evaluating courses, learning objectives, expected student competencies, and assessments. 57 Although there is broad latitude in the content of syllabi, when syllabi are reviewed by curriculum committees, it is also to ensure all elements of the college's syllabi template and course management policies (ie, use of cell phones and recording equipment) are included. A faculty member certainly should adhere to any syllabi format and content standardization at their particular institution such as mapping course learning outcomes to the most current ACPE (ie, 2016) standards.…”