School of Pharmacy, The University of Queensland, Australia.
Am J Pharm Educ. 2011 Apr 11;75(3):55. doi: 10.5688/ajpe75355.
To explore a pharmacy school curriculum for opportunities for student engagement and to determine how these might shape student identity as pharmacists.
The learning aims and objectives and methods of assessment from the curriculum of a bachelor of pharmacy (BPharm) program were collected and a concept map was generated. The concept map was interpreted using Barnett and Coates' curricular domains of knowing, acting and being.
The key concepts within the intended curriculum that were identified from the concept map were drugs, pharmacy, understanding, practice, and skills. Concepts such as patient and consumer, which would indicate a patient-centered approach to the curriculum, were limited. The main form of assessment used in the curriculum was multiple-choice and short-answer examinations.
There was an emphasis in the curriculum on student acquisition of knowledge and this was reinforced by the use of theoretical examinations. The content of the curriculum was drug-centered rather than patient-centered and the emergence of students' identity as pharmacists may be fragmented as a result.
探索药学院课程中学生参与的机会，并确定这些机会如何塑造学生作为药师的身份。
收集了一个药学学士（BPharm）课程的学习目标和评估方法，并生成了一个概念图。使用 Barnett 和 Coates 的知识、行动和存在的课程领域对概念图进行了解释。
从概念图中确定了意向课程中的关键概念，包括药物、药学、理解、实践和技能。表明课程以患者为中心的概念，如患者和消费者，是有限的。课程中主要使用的评估形式是多项选择和简答题考试。
课程强调学生对知识的掌握，这一点通过理论考试得到了加强。课程的内容以药物为中心，而不是以患者为中心，因此学生作为药师的身份可能会变得支离破碎。
