Nardine Nakhla1, Emily Black2, Hiba Abdul-Fattah1, Jeff Taylor3. 1. School of Pharmacy, University of Waterloo, Waterloo, Ontario. 2. College of Pharmacy, Dalhousie University, Halifax, Nova Scotia. 3. College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan.
Abstract
BACKGROUND: Self-care instruction in pharmacy curricula is essential given the impact pharmacists have in caring for patients in the community and their evolving role in this area. The primary objective of this study was to strengthen our current understanding of self-care education across undergraduate Canadian pharmacy programs. METHODS: A national curriculum survey and follow-up phone interview was conducted in 2019 to assess the quantity and quality of self-care instruction across Canadian pharmacy schools. Representatives were selected based on theirparticipation in the Association of Faculties of Pharmacy of Canada Self-Care Therapeutics and Minor Ailments special interest group. RESULTS: Responses were received from all 10 pharmacy schools in Canada. Self-care education varies across Canadian pharmacy curricula, reflecting differences in scopes of practice across provinces, topics of interest and availability of space within curricula by the various faculties. Specifically, there was considerable variability in the number of hours devoted to self-care education, course content and methods for integration and teaching. CONCLUSIONS: Results of this study may help inform and evolve self-care curricula across the country. We argue that strategies for enhancing current programs may include establishing a minimum number of core hours and topics, expanding natural health product content and curricular content oversight by a lead faculty member. Can Pharm J (Ott) 2021;154:xx-xx.
BACKGROUND: Self-care instruction in pharmacy curricula is essential given the impact pharmacists have in caring for patients in the community and their evolving role in this area. The primary objective of this study was to strengthen our current understanding of self-care education across undergraduate Canadian pharmacy programs. METHODS: A national curriculum survey and follow-up phone interview was conducted in 2019 to assess the quantity and quality of self-care instruction across Canadian pharmacy schools. Representatives were selected based on theirparticipation in the Association of Faculties of Pharmacy of Canada Self-Care Therapeutics and Minor Ailments special interest group. RESULTS: Responses were received from all 10 pharmacy schools in Canada. Self-care education varies across Canadian pharmacy curricula, reflecting differences in scopes of practice across provinces, topics of interest and availability of space within curricula by the various faculties. Specifically, there was considerable variability in the number of hours devoted to self-care education, course content and methods for integration and teaching. CONCLUSIONS: Results of this study may help inform and evolve self-care curricula across the country. We argue that strategies for enhancing current programs may include establishing a minimum number of core hours and topics, expanding natural health product content and curricular content oversight by a lead faculty member. Can Pharm J (Ott) 2021;154:xx-xx.
Authors: Seena L Zierler-Brown; Jenny A VanAmburgh; Kristin A Casper; Linda L Krypel; Amista Lone Salcido; Victor A Padron; W Steven Pray; Andrea L Wall; Jenelle L Sobotka; Janet P Engle Journal: Am J Pharm Educ Date: 2006-12-15 Impact factor: 2.047
Authors: Emily M Ambizas; Karen M S Bastianelli; Stefanie P Ferreri; Seena L Haines; Katherine Kelly Orr; Misty M Stutz; Jenny A Vanamburgh; Miranda Wilhelm Journal: Am J Pharm Educ Date: 2014-03-12 Impact factor: 2.047