A Narrative Review of Pharmacy Identity and the PharmD Experiment

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-02-01 DOI:10.1016/j.ajpe.2024.101351

Timothy J. Bloom , Clark Kebodeaux , Mark Munger , Mary Douglass Smith , Misty Stutz , Jamie Wagner

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引用次数: 0

Abstract

Objectives

This narrative review summarizes the evolution of pharmacy education in response to the development of patient-focused pharmacy practice. It examines outcomes of the switch to Doctor of Pharmacy (PharmD)-only education, and discusses whether the needs of society and the profession are being met by that change.

Findings

The development of the PharmD degree paralleled the evolution of clinical pharmacy practice, with an emphasis on patients rather than products. Advocates of abandoning the Bachelor of Science in Pharmacy for the PharmD-only model predicted pharmacists would be able to devote full attention to serving patients’ pharmaceutical care needs. Preparing all pharmacists with a doctoral-level education was also anticipated to clarify their abilities and contributions in the minds of the public and other health care professionals. Skeptics warned of underutilization of pharmacist skills and stagnation of pharmacists involved in technical dispensing functions.

Summary

Nursing in the United States (US) and pharmacy in other countries offer models of tiered educational credentials and practice responsibilities that could clarify the connection between pharmacists’ education and responsibilities in the minds of the public. This tiering could be achieved through stepwise pharmacy degrees, or through intentional and consistent enhancement of the education and roles of pharmacy technicians. Several US states have already increased the responsibilities permitted to pharmacy technicians in support of a pharmacist supervisor.

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.