<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/58022">
      <dc:title>Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study</dc:title>
      <dc:creator>Lopes Nunes da Cunha, Inês Isabel</dc:creator>
      <dc:creator>Fernández Llimos, Fernando</dc:creator>
      <dc:subject>Competencies</dc:subject>
      <dc:subject>Competency framework</dc:subject>
      <dc:subject>Currículum vitae</dc:subject>
      <dc:subject>Pharmacy colleges</dc:subject>
      <dc:description>Pharmacy curriculum must prepare students with the necessary&#xd;
competencies to respond to society health-related needs. This study aims to analyze&#xd;
the allocation of competencies that pharmacists should acquire during their education&#xd;
in the courses constituting pharmacy curricula in Spain. The 22 Spanish universities offering&#xd;
pharmacy degrees teach 1261 courses, of which 942 are mandatory courses. Syllabi of&#xd;
881 courses were available on the internet and were analyzed. A total of 560 could be&#xd;
objectively associated with the following areas of knowledge: 23.8% with chemistry,&#xd;
6.8% with physics and mathematics, 16.4% with biology, 13.0% with pharmaceutical&#xd;
technology, 29.6% with medicine and pharmacology, 10.2% with legislation and&#xd;
social pharmacy and 0.2% with internships (not taught during the internship period).&#xd;
Competency allocation patterns are very different across universities. Conclusion: The&#xd;
results show that Spanish colleges of pharmacy do not appropriately use the official&#xd;
Spanish competency framework. Competencies and courses are mismatched in pairing&#xd;
basic sciences to practice competencies.</dc:description>
      <dc:date>2019-11-22T09:56:12Z</dc:date>
      <dc:date>2019-11-22T09:56:12Z</dc:date>
      <dc:date>2019</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>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</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/58022</dc:identifier>
      <dc:identifier>10.5530/ijper.53.4.123</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución-NoComercial-SinDerivadas 3.0 España</dc:rights>
      <dc:publisher>Association of Pharmaceutical Teachers of India</dc:publisher>
   </ow:Publication>
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