Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study
Metadatos
Mostrar el registro completo del ítemEditorial
Association of Pharmaceutical Teachers of India
Materia
Competencies Competency framework Currículum vitae Pharmacy colleges
Fecha
2019Referencia bibliográfica
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
Resumen
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.