Exploring the integration of behaviour change training in Australian pharmacy education: A curriculum review

Abstract

Background

Pharmacists are essential in primary healthcare and are uniquely positioned to promote preventative health through behaviour change interventions. Effective delivery of these interventions requires theoretical and practical training in behaviour change strategies and techniques. The aim of the study was to (1) examine the current integration of behaviour change training in the Australian Pharmacy curricula, and (2) identify key factors contributing to its inclusion in the course.

Methods

A comprehensive qualitative approach was used to conduct a curriculum review across accredited Australian pharmacy courses. This involved a document analysis of unit outlines, triangulated with semi-structured interviews with pharmacy staff to explore perceptions and experiences of behaviour change training.

Results

Eleven accredited Australian pharmacy courses (6 undergraduate, 5 postgraduate), including 148-unit outlines, were analysed using summative content analysis. Behaviour change training focused on communication, counselling, clinical reasoning, and patient-centred skills. Semi-structured interviews (N = 10) showed five themes: “It's not clearly defined,” “Focus on ‘industry ready skills’,” “It's experience driven, “They're just expected to apply it”, and “Behaviour change is embedded.” Key factors included limited time, resources, incentives, knowledge gaps, and competing priorities.

Conclusions

Behaviour change training is integrated throughout the curriculum, however there are inconsistencies in the breadth and depth across universities. The findings highlight the need for clear and structured integration of behaviour change in learning outcomes and targeted assessments to develop students' behaviour change skills. Future curriculum development should focus on creating frameworks to equip educators to support student's competencies and confidence as they transition into practice.