A Perspective for Clinical Pharmacy Curriculum Development and Validation in Asian Developing Nations

Abstract

This perspective is a reflection of the Personal teaching experience of the authors. The aim of this perspective is to identify the weaknesses in the pharmacy curriculum development in Asian developing nations and to propose a methodological approach for curriculum validation. It has been seen that improper selection of the course contents were the common limitations found in the pharmacy curriculum in developing nations. Furthermore, lack of facilities and improper student evaluation system were the other flaws that are acting as a main challenge to pharmacy education in developing nations. A systemic way for the curriculum designing and validation can be a solution to manage the observed deficiencies. Keeping in view this motivation a set of task are defined in the form of Pharmacy Curriculum Development and Validation Model (PCDVM) that can be a guideline for the pharmacy educators for the evaluation and validation of the curriculum. Partial or full implementation of this model will enable the pharmacy institutions to deliver quality knowledge to pharmacy students which will further contribute to quality health care system in developing countries.

Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy

“…This may reflect the growing interest in US schools forming relationships with countries in that part of the world as many Asian countries continue to evolve their pharmacy education model in order to provide more clinical and cognitive pharmacy services. 23,24 In fact, three out of the four internationally certified pharmacy programs by ACPE are located in Asia. 25 Many schools were also offering international APPE rotations in English speaking countries such as England and Australia, which could signify an interest in establishing international APPE locations with reduced language barriers.…”

Curriculum and Pharmacy practice experience offered for Pharm-D in Pakistan: needs and possibilities

“…Mostly pharmacists rent out their license to laymen for a monthly payment, who runs the medical store/retail/community pharmacy in a non-professional way. It is the responsibility of Government or other regulatory authorities to implement rules and regulations and try to enforce them (Khan, 2011). Even though a research conducted regarding perception of general population about pharmacist showed that although only 50% of people are satisfied with pharmacist's role at pharmacies, still more than 70% of population believes that pharmacist can guide them regarding their medication (Azhar et al, 2012).…”

“…Khan et al (2011) has presented a systemic way for the curriculum designing and validation in the form of Pharmacy Curriculum Development and Validation Model (PCDVM) that can be a guideline for the pharmacy educators. A group of researchers have also proposed a curriculum for Pharm-D with some specialized courses and more proportion of pharmacy practice …”

Needs-Based Education in the Context of Globalization

“…14 The introduction of doctor of pharmacy degree programs or similar programs in developing and transition countries has not been without its critics, with education quality; opportunities and environments for clinical learning experiences; job opportunities; and professional inequalities being at the center of the debate. [15][16][17] These criticisms are set against a backdrop of expectant globalization and the desire to attain a perceived global standard. [15][16][17] Globalization brings internationalization of education as universities widen their borders beyond conventional country or regional boundaries, and the workforce seeks the ability to move more freely between countries.…”

“…[15][16][17] These criticisms are set against a backdrop of expectant globalization and the desire to attain a perceived global standard. [15][16][17] Globalization brings internationalization of education as universities widen their borders beyond conventional country or regional boundaries, and the workforce seeks the ability to move more freely between countries. 18 Within the international environment there is the occasional call for standardized competencies, curricula, and courses for pharmacists, but considering the variation of pharmacy practice and education capacity this may not be a feasible nor a desirable endpoint.…”