Systematic coding of pharmacy practice educational contents

• Tipo: Artigo em Revista Científica Internacional
• Data: 2016

Autores

Nunes da Cunha, I (Autor) Outra; Fernandez Llimos, F (Autor) Outra

Revista

Título: Pharmaceutical Care Espana

Vol. 18

Páginas: 28-42

ISSN: 1139-6202

Editora: Fundacion Pharamaceutical Care Espana

Indexação

ISI Web of Knowledge - 1 Citação

Scopus - 1 Citação

Outras Informações

ID Authenticus: P-00K-7E8

Abstract (EN): Introduction: International pharmaceutical institutions claim for a more patient-focused pharmacy education, which can support pharmaceutical care processes. Consequently, competencies frameworks have been developed, but they not always are associated with teaching contents. Objective: Systematic identification of pharmacy practice curricular contents, by means of creating a content codification tree. Method: Qualitative analysis of course contents of pharmacy practice disciplines from the curricular descriptions pharmacy schools from Australia, Canada, United States and New Zealand. Syllabuses were retrieved from pharmacy schools websites, excluding those without the complete program in English. Additional information was requested by email to course responsible. An initial content coding tree was created based on the Accreditation Council for Pharmacy Education standards. An iterative directed coding was done to obtain the final coding tree that would allow the complete codification of pharmacy practice educational contents. Results: A total of 110 schools were included (Australia=15; Canada=5; United States=89; y New Zealand=1), with 8733 courses, and 1703 (19.5%) corresponded to pharmacy practice area and presented syllabus with complete information. Additional information was obtained from 119 courses. Content analysis converted the initial tree with 39 categories to a final coding tree with 3 hierarchical levels and 69 categories. Conclusion: In countries under analysis, about 20% of courses fit in pharmacy practice area. A coding tree to classify pharmacy practice teaching contents was created. Future studies should map current courses to identify if these curricular contents are being taught.

Idioma: Espanhol

Tipo (Avaliação Docente): Científica

Nº de páginas: 15