Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study
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Association of Pharmaceutical Teachers of India
CompetenciesCompetency frameworkCurrículum vitaePharmacy colleges
Lopes Nunes da Cunha, Inês Isabel; Fernández Llimos, Fernando. Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study. Indian Journal of Pharmaceutical Education and Research, 2019; 53(4):620-628
Pharmacy curriculum must prepare students with the necessary competencies to respond to society health-related needs. This study aims to analyze the allocation of competencies that pharmacists should acquire during their education in the courses constituting pharmacy curricula in Spain. 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.