The Essential Research Curriculum for Doctor of Pharmacy Degree Programs

Abstract

In 2008, the American College of Clinical Pharmacy appointed the Task Force on Research in the Professional Curriculum to review and make recommendations on the essential research curriculum that should be part of doctor of pharmacy (Pharm.D.) degree programs. The essential research curriculum provides all students with critical and analytical thinking and lifelong learning skills, which will apply to current and future practice and stimulate some students to pursue a career in this field. Eight key curricular competencies are as follows: identifying relevant problems and gaps in pharmacotherapeutic knowledge; generating a research hypothesis; designing a study to test the hypothesis; analyzing data results using appropriate statistical tests; interpreting and applying the results of a research study to practice; effectively communicating research and clinical findings to pharmacy, medical, and basic science audiences; interpreting and effectively communicating research and clinical findings to patients and caregivers; and applying regulatory and ethical principles when conducting research or using research results. Faculty are encouraged to use research-related examples across the curriculum in nonresearch courses and to employ interactive teaching methods to promote student engagement. Examples of successful strategies used by Pharm.D. degree programs to integrate research content into the curriculum are provided. Current pharmacy school curricula allow variable amounts of time for instructional content in research, which may or may not include hands-on experiences for students to develop research-related skills. Therefore, an important opportunity exists for schools to incorporate the essential research curriculum. Despite the challenges of implementing these recommendations, the essential research curriculum will position pharmacy school graduates to understand the importance of research and its applications to practice. This perspective is provided as an aid and a challenge to those in leadership and teaching positions within schools and colleges of pharmacy.

Diversity of Pharmacy Faculty Members between UK and US

“…The reason is that of the training aim of both American and British pharmacy education was to develop pharmacy talents into qualified pharmacists for clinical hospital and community services, rather than scientists. 16,17 . Therefore, pharmacy education of both countries put more emphasis on with clinical service and community services.…”

Student Scientific Inquiry in the Core Doctor of Pharmacy Curriculum: Critical Issues in Designing and Implementing a Student Research Program

“…Student-driven research is credited with significant learning [1][2][3][4][5][6][7][8] and professional 9,10 benefits. Professional organizations consistently encourage research content in school curricula.…”

“…The American College of Clinical Pharmacy (ACCP) Task Force on Research in the Professional Curriculum 6 , argues the need for a research experience for all students, and makes recommendations for "essential curricular competencies and research content in Pharm.D. programs".…”

“…To increase the research capability of the graduates, additional strategies to deliver research content are needed. The ACCP Task Force on Research in the Professional Curriculum 6 , lists summer programs and capstone experiences as useful models to deliver research content in the Pharm.D. curriculum, yet, no recommendations on their design and implementation are available.…”

“…Instead, the focus is on more immersive experiences, school-wide required student research programs. In line with the American College of Clinical Pharmacology Task Force on Research in the Professional Curriculum, the focus is on hypothesis-based research 6 .…”