Implementation of an Integrated Pharmacy Education System for Pharmacy Students: A Controlled Educational Trial Publisher Pubmed



Nezhad MT¹ ; Shayanfar A² ; Yaqoubi S³ ; Hamedeyazdan S⁴ ; Kazemi M^{5, 6} ; Garjani A⁷ ; Dizaji NM^{7, 8}
Source: BMC Medical Education Published:2024

Abstract

Background: Traditional pharmacy education often relies on fragmented, subject-centered curricula, which may inadequately prepare students for the complexities of advanced healthcare. This study evaluates the effectiveness of an integrated pharmacy education approach in enhancing foundational knowledge and practical skills. Methods: An integrated course focused on respiratory diseases was developed and implemented for final-year pharmacy students at Tabriz University of Medical Sciences. The course utilized case-based learning and incorporated elements from various disciplines such as pharmacology, medicinal chemistry, and pharmaceutics. An educational controlled trial was conducted, comparing an intervention group (integrated course) with a control group (traditional course). Results: Survey results revealed that over 60% of students reported substantial improvements in their ability to manage respiratory cases. The intervention group demonstrated significantly higher clinical decision-making skills, with an average test score of 31.4 compared to 15.75 in the control group (p < 0.05). Student feedback highlighted the value of integrated education, advocating for its broader inclusion in the curriculum and the addition of more diverse topics and case studies. Conclusions: Integrated pharmacy education, through a case-based approach, significantly enhances student competency and practical skills, better preparing them for real-world pharmacy practice. The study supports the implementation of integrated courses across pharmacy schools to develop curricula and improve educational outcomes. Future recommendations include continuous curriculum integration and expansion of topics to further enrich pharmacy education. © The Author(s) 2024.