The status of chemistry content in the professional pharmacy curriculum: Results of a national survey

Victoria F. Roche, Patrick J. Davis, Marvin C. Pankaskie, Bruce L. Currie, Edward B. Roche, Robert D. Sindelar, James E. Wynn, S. William Zito

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Abstract

A national survey which evaluated the current and anticipated future emphasis of chemistry-related content the credentials of the faculty teaching the content and pedagogical methods used in the delivery of the content was conducted in 1997-1998. Thirty-three schools or colleges of pharmacy participated. Twenty-one content areas related to General Principles, Medicinal Chemistry, Clinical/Biological Chemistry and Computational/Analytical Chemistry were addressed in the survey instrument. The first section of the survey asked about past, current and anticipated future emphasis on each topic, as well as the discipline(s) of the individuals responsible for delivery. The second section asked about the format of the course(s) that offered the content, pedagogical methods employed in those courses, and perceived adequacy of coverage. The majority of the respondents reported a steady emphasis on the content areas over the past five years with little change anticipated in the foreseeable future. In general, coverage of the General Principles and Medicinal Chemistry content areas was perceived as adequate. Coverage was most commonly deemed inadequate in the Computational/Analytical area, although the Clinical/Biological topics of biotechnology and herbals and natural products were also viewed as in need of augmentation. Faculty educated in the chemical sciences were heavily engaged in the instruction of all topics, and were joined appropriately by pharmacology and pharmaceutics faculty in selected topic areas. Courses in the Computational/Analytical area are most likely to be taught by a single instructor, or by a team of faculty within a single discipline. Multi-disciplinary coverage (either within a single course or in multiple courses) was common in all of the other content areas. Case studies and computerized learning aids were commonly utilized in the delivery of chemistry-related content, with recitations, laboratories and demonstrations used less frequently to augment lecture. Schools and colleges of pharmacy are offering a wide variety of chemistry-related elective coursework to professional students. Respondents view the foundational nature of chemistry, the critical-thinking and problem-solving skills the discipline instills, and the ease with which it can be integrated with other science and practice-based courses as the major strengths of this basic pharmaceutical science.

Original languageEnglish
Pages (from-to)239-250
Number of pages12
JournalAmerican Journal of Pharmaceutical Education
Volume64
Issue number3
Publication statusPublished - 2000

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All Science Journal Classification (ASJC) codes

  • Pharmacology
  • Education

Cite this

Roche, V. F., Davis, P. J., Pankaskie, M. C., Currie, B. L., Roche, E. B., Sindelar, R. D., ... Zito, S. W. (2000). The status of chemistry content in the professional pharmacy curriculum: Results of a national survey. American Journal of Pharmaceutical Education, 64(3), 239-250.