Medicinal chemistry curriculum and pedagogical practices at Canadian pharmacy schools: Towards standardization of practice.

Autor: Krol ES; Drug Discovery and Development Group, University of Saskatchewan, College of Pharmacy and Nutrition, 107 Wiggins Rd, Saskatoon, SK S7N 5E5, Canada. Electronic address: ed.krol@usask.ca., Velázquez-Martínez CA; Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, 2142-L Katz Group Centre for Research, 11315 - 87 Ave NW, Edmonton, AB T6G 2H5, Canada. Electronic address: velazque@ualberta.ca., Jurgens TM; Dalhousie University, College of Pharmacy, 5968 College St., Halifax, Nova Scotia B3H 4R2, Canada. Electronic address: tannis.jurgens@dal.ca., Albon SP; University of British Columbia, Faculty of Pharmaceutical Sciences, 2405 Wesbrook Mall, Vancouver, British Columbia V6T 1Z3, Canada. Electronic address: simon.albon@ubc.ca.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2024 Sep; Vol. 16 (9), pp. 102095. Date of Electronic Publication: 2024 May 16.
DOI: 10.1016/j.cptl.2024.04.011
Abstrakt: Introduction: Medicinal chemistry instruction in PharmD programs at Canadian universities is considered an important foundational science. However, with few guidelines for the required content most programs have observed a decrease in hours of medicinal chemistry instruction. A Medicinal Chemistry Special Interest Group (SIG) was formed to address these issues nationally and initiated a pan-Canadian environmental scan to better understand the depth and breadth of medicinal chemistry instruction.
Methods: The SIG carried out an environmental scan to identify medicinal chemistry content, delivery and assessments in PharmD programs in Canada.
Results: Core medicinal chemistry concepts across the PharmD programs are in general agreement with those listed by the Accreditation Council for Pharmacy Education. Medicinal chemistry was typically taught as didactic lectures either as a standalone course or within a pharmacology course, although one program integrated some medicinal chemistry within therapeutics focused problem-based learning. There was no consistent time in program where medicinal chemistry occurred.
Conclusions: The SIG found that similar medicinal chemistry content is taught across all Canadian PharmD programs, but incorporation of medicinal chemistry in therapeutics courses was minimal. Core concepts within six high-level overarching themes that guide our collective instruction were identified. The core concepts require developing high-level cognitive processes such as knowledge application and synthesis that practicing pharmacists are expected to possess for entry to practice. We the authors posit that in addition to providing a unique tool for pharmacists to employ in therapeutic decision-making, medicinal chemistry also provides early practice of important problem-solving and critical thinking skills.
Competing Interests: Declaration of competing interest The authors listed above have no conflict of interest to declare and no affiliations with or involvement in any organization or entity with any financial interest in this submission.
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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