Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards

American Journal of Pharmaceutical Education,  2008  by Kapol, Nattiya,  Maitreemit, Pagamas,  Pongcharoensuk, Petcharat,  Armstrong, Edward P

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Objective. To evaluate the curricula content of Thai pharmacy schools based on the Thai pharmacy competency standards.

Methods. Course syllabi were collected from 11 pharmacy schools. A questionnaire was developed based on the Thai pharmacy competency standards. Course coordinators completed the questionnaire assessing the curricula content.

Results. The curricula for both the bachelor of science in pharmacy degree (BS Pharm) and doctor of pharmacy (PharmD) degree programs included the minimum content required by the 8 competency domains. The dominant content area in BS Pharm degree programs was product-oriented material. The content ratio of patient to product to social and administrative pharmacy in the BS Pharm degree programs was 2:3:1, respectively. However, the content ratio suggested by the Thai Pharmacy Council was 3:2:1, respectively. For the PharmD programs, the largest content area was patient-oriented material, which was in agreement with the framework suggested by the Thai Pharmacy Council.

Conclusions. The curricula of all Thai pharmacy schools met the competency standards; however, some patient-oriented material should be expanded and some product-oriented content deleted in order to meet the recommended content ratio.

Keywords: pharmacy education, curriculum, competency, evaluation, Thailand

INTRODUCTION

Pharmacy education in Thailand has undergone many changes in the past 90 years.1 The first phase of pharmacy education was from 1914-1935, during which all students studied 3 years to receive a certificate of pharmaceutical production. Pharmacy education expanded to a 4-year program in 1941, and then to a 5-year bachelor's degree program in pharmacy in 1957. Many courses were added to the 4- and 5-year curricula, especially addressing subjects that supported pharmacists working in settings other than hospitals. Currently, another transition in pharmacy education is occurring in Thailand. Several Thai pharmacy schools have recently expanded to a 6-year doctor of pharmacy curriculum (PharmD).

Many factors have influenced these changes in pharmacy curricula.2,3 One crucial factor has been the Thai society's increasing need for pharmaceutical products and services. Changes in the health care system have also influenced these changes in health care needs. Thai schools of pharmacy have revised their curricula in order to produce highly educated pharmacists to meet the health care needs of patients and society.

In addition, there is interest by many pharmacy schools globally in moving pharmacy curricula toward more patient-oriented content, as well as interest in professional collaboration among countries. The US-Thai Consortium was originally formed in 1993 between all Thai schools of pharmacy, the American Association of Colleges of Pharmacy, and 10 US colleges of pharmacy (University of Florida, Purdue University, Ohio State University, University of Wisconsin, University of Arizona, University of Minnesota, University of Illinois at Chicago, University of Maryland at Baltimore, University of North Carolina, and Rutgers University). The consortium has resulted in an exchange of many students and faculty and has created a strong bond between Thai and US pharmacy faculty members.

In many countries, national governments and/or pharmacy professional organizations have developed competency standards or guidelines which pharmacy students must meet before entering professional practice.4-8 In 2002, the Thai Pharmacy Council established their first competency standards with the goal that new pharmacy graduates will know how to apply the knowledge and skills they have attained during pharmacy school. Currently, all Thai pharmacy graduates from either the 5-year bachelor's degree or 6-year PharmD degree have to take the same licensure examination, which is based on the Thai competency standards. These standards contain 8 domains, 40 competencies, and 71 subcompetencies.9 These standards are not only used as a basis for the pharmacy licensure examination, but Thai schools of pharmacy use them to base curricula changes and existing pharmacists use them as guidelines for maintaining their standards of practice. In order for pharmacy schools to ensure their graduates possess the required skills to practice and to respond to new competency standards, it is important for schools to have ongoing educational curricula evaluations10 to examine their educational processes and outcomes, focus attention on meeting more global societal needs for services by pharmacists, and provide feedback for their instructional processes.11 In addition, the results of curricula evaluations will hopefully guide schools to more appropriately modify their curricula. Curricula evaluations may occur with an individual course assessment,within broader school or institutional changes, and within more global changes at a national level.10 For example, Assemi and colleagues implemented a cultural competency-training course in their curriculum. Subsequently, the authors surveyed students' awareness, knowledge, and skills to evaluate the course outcomes.12 In contrast, Kirkpatrick and Pugh conducted an overall evaluation of curricula competency outcomes at Virginia Commonwealth University. The researchers assessed curriculum content to ensure that all desired curricula outcomes were included, no outcomes were unreasonably duplicated, and there were no omissions in the curriculum content.13 Additionally, the Accreditation Council on Pharmaceutical Education (ACPE) released its revised competency standards and guidelines, which require colleges and schools of pharmacy in the United States to evaluate their educational outcomes for accreditation.14