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dc.contributor.advisorCooley, Janeten
dc.contributor.authorTran, Thuyvi
dc.contributor.authorNguyen, Quang
dc.date.accessioned2017-06-19T17:56:14Z
dc.date.available2017-06-19T17:56:14Z
dc.date.issued2017
dc.identifier.urihttp://hdl.handle.net/10150/624208
dc.descriptionClass of 2017 Abstracten
dc.description.abstractObjectives: To describe the content of the currently enacted curriculum and confirm that the University of Arizona doctor of pharmacy degree program meets all required elements defined by the Accreditation Council for Pharmacy Education (ACPE) appendix 1. Methods: A curriculum map that lists courses taken by each class years and the 2016 ACPE appendix 1 elements was developed. Course syllabi were then evaluated for class sessions that fit within specific ACPE required elements. Each 50 minutes class session was classified as a lecture unit (lu) and the total number of lu were recorded on the map. Furthermore, the redundancy of categorized sciences (biochemical, pharmaceutical, social/administrative/behavioral sciences) were evaluated with the map. Lastly, diabetes contents taught within each course and corresponding assessment tools were collected to gauge opportunities for progression of knowledge. This was done by confirming that different factors of the disease were taught within different courses. Results: Each required ACPE element was covered by at least one lu within the curriculum. The 1st, 2nd, and 3rd year covered 67.5%, 54.1%, and 40.5% of ACPE required elements, respectively. The subject of diabetes was covered with 24 lu, 4 lu, and 14 lu within the 1st, 2nd, and 3rd years, respectively. Progression of knowledge in diabetes was seen in the course materials. Conclusions: The enacted curriculum covers all ACPE required contents. The 1st year of the program teaches the largest percentage of required elements. All categorized sciences were reemphasized and the opportunity for progression of knowledge was shown.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author.en
dc.subjectCurriculum Mapen
dc.subjectCollege of Pharmacyen
dc.subject.meshCurriculumen
dc.subject.meshSchools, Pharmacyen
dc.subject.meshAccreditation Council for Pharmacy Education (ACPE)en
dc.titleCurriculum Map of the University of Arizona College of Pharmacyen_US
dc.typetexten
dc.typeElectronic Reporten
dc.contributor.departmentCollege of Pharmacy, The University of Arizonaen
dc.description.collectioninformationThis item is part of the Pharmacy Student Research Projects collection, made available by the College of Pharmacy and the University Libraries at the University of Arizona. For more information about items in this collection, please contact Jennifer Martin, Associate Librarian and Clinical Instructor, Pharmacy Practice and Science, jenmartin@email.arizona.edu.en
html.description.abstractObjectives: To describe the content of the currently enacted curriculum and confirm that the University of Arizona doctor of pharmacy degree program meets all required elements defined by the Accreditation Council for Pharmacy Education (ACPE) appendix 1. Methods: A curriculum map that lists courses taken by each class years and the 2016 ACPE appendix 1 elements was developed. Course syllabi were then evaluated for class sessions that fit within specific ACPE required elements. Each 50 minutes class session was classified as a lecture unit (lu) and the total number of lu were recorded on the map. Furthermore, the redundancy of categorized sciences (biochemical, pharmaceutical, social/administrative/behavioral sciences) were evaluated with the map. Lastly, diabetes contents taught within each course and corresponding assessment tools were collected to gauge opportunities for progression of knowledge. This was done by confirming that different factors of the disease were taught within different courses. Results: Each required ACPE element was covered by at least one lu within the curriculum. The 1st, 2nd, and 3rd year covered 67.5%, 54.1%, and 40.5% of ACPE required elements, respectively. The subject of diabetes was covered with 24 lu, 4 lu, and 14 lu within the 1st, 2nd, and 3rd years, respectively. Progression of knowledge in diabetes was seen in the course materials. Conclusions: The enacted curriculum covers all ACPE required contents. The 1st year of the program teaches the largest percentage of required elements. All categorized sciences were reemphasized and the opportunity for progression of knowledge was shown.


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