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293 Pages·2014·1.77 MB·English

by  Simon Albon

ROLE AND STATUS OF THE BASIC PHARMACEUTICAL SCIENCES IN PHARMACY
EDUCATION: A CASE STUDY OF THE UBC BSC(PHARM) PROGRAM.

by
Simon Piers Albon

B.Sc., The University of British Columbia, 1979
M.Sc., The University of British Columbia, 1983

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY
in
THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES
(Curriculum Studies)

THE UNIVERSITY OF BRITISH COLUMBIA
(Vancouver)

April 2014

© Simon Piers Albon, 2014
ABSTRACT

The basic pharmaceutical sciences have played an integral role in the scientific foundations of
pharmacy education in Canada for 70 years although their role has shifted as programs have
become more clinically-focused. Less reliance on the basic pharmaceutical sciences has
prompted concerns regarding the scientific foundations of contemporary curricula and to what
extent they are adequate for preparing today’s pharmacists. Addressing these concerns, this study
inquired into the role and status of the basic pharmaceutical sciences in UBC’s current
BSc(Pharm) program. Employing qualitative case study methodology and learning-centered
approaches to post-secondary education, a combination of document, interview, and classroom
observation analyses were used to establish: 1) the history of the basic pharmaceutical sciences
in UBC pharmacy programs; 2) faculty perspectives on their role and status in the current
program, and; 3) the curriculum and pedagogical practices of basic pharmaceutical scientists.
Results from document analyses examining the history of pharmacy education in British
Columbia since Confederation show that the basic pharmaceutical sciences have played a
dominant role in UBC pharmacy programs for four decades; emphasis has decreased from 40%
in the heavily science-based curricula of the 1980s to 25% of today’s clinically-focused program.
Regarding the role and status of the basic pharmaceutical sciences in the current program,
interview analyses suggest perspectives of scientists and practitioners are deeply polarized.
While there is agreement that the basic pharmaceutical sciences have a role in preparing students
for practice, science and practice solitudes confound curriculum decisions regarding optimal
levels, importance, and status. Interview and classroom observation analyses suggest the
curriculum and pedagogical practices of basic pharmaceutical scientists are predominantly
teaching-centered. Although committed educators, discipline-based practices and a legacy of
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privilege may be exacerbating the science and practice solitudes, the lack of agreement amongst
scientists and practitioners about role and status, and existing tensions regarding curriculum
optimization. To address confounding factors, scholarly approaches and interdisciplinary
curriculum development teams are suggested for on-going curriculum reforms. In addition,
faculty development programs connecting basic pharmaceutical scientists with practice and
developing learning-centered teaching approaches are proposed. The role of Faculty leadership
and policies in curriculum reform efforts is also described.

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PREFACE

This research study obtained the approval of the UBC Research Services Research Ethics Board
(Behavioral Research Ethics Board; UBC BREB Number: H11-00025).

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TABLE OF CONTENTS

ABSTRACT ................................................................................................................................... ii
PREFACE .................................................................................................................................... iv
TABLE OF CONTENTS ..............................................................................................................v
LIST OF TABLES ..................................................................................................................... viii
GLOSSARY ................................................................................................................................. xi
ACKNOWLEDGEMENTS ...................................................................................................... xiv
DEDICATION .............................................................................................................................xv
CHAPTER ONE: INTRODUCTION ..........................................................................................1
1.1 The Curriculum Challenge ..............................................................................................1
1.2 Clarifying Intentions, Study Purpose and the Research Questions .................................2
1.3 About Pharmacy Programs in Canada ............................................................................4
1.4 The Study ........................................................................................................................6
1.5 Significance of the Study ................................................................................................8
1.6 Researcher Background...................................................................................................9
1.7 Organization of Thesis ..................................................................................................11

CHAPTER 2: PHARMACY PRACTICE .................................................................................15
2.1 Society and the Professions ...........................................................................................15
2.2 What is a Profession? ....................................................................................................16
2.3 Sociology and Pharmacy ...............................................................................................19
2.4 A Brief History of the Professionalization of Pharmacy in Canada .............................28
2.5 Canadian Pharmacy Today, the Blueprint for Tomorrow and this Study .....................33

CHAPTER 3: PHARMACY EDUCATION .............................................................................39
3.1 Professionalization, Specialized Knowledge and Pharmacy Education .......................39
3.2 What is Curriculum? .....................................................................................................41
3.3 Conceptualizing Curriculum and Educational History .................................................46
3.4 A Brief History of Pharmacy Education and Curricula in Canada ...............................52
3.5 Pharmacy Education Today, the Blueprint for Tomorrow and this Study ....................60

CHAPTER 4: METHODOLOGY AND METHODS ..............................................................63
4.1 Why Case Study? ..........................................................................................................63
4.2 Pragmatics of the Study.................................................................................................72
Conceptual Structure of the Case Study ...................................................................72
Theoretical Framework ............................................................................................75
Study Setting and Case Context ................................................................................76
Study Participants, Recruitment and Consent ..........................................................77
Data Collection Procedures .....................................................................................80
Data Analysis and Interpretation .............................................................................88
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Data Management and Procedural Auditing............................................................91
Trustworthiness and Issues of Generalizability ........................................................92
Ethical Considerations .............................................................................................94
Limitations ................................................................................................................94

CHAPTER 5: SCOPE AND DEPTH OF THE BASIC PHARMACEUTICAL SCIENCES
.....................................................................................................................................................100
5.1 Historical Document Analysis ....................................................................................101
Curriculum Development Timelines .......................................................................101
The Empiricist Apprentice Curriculum...................................................................109
The Pharmacist Basic Scientist Curriculum ...........................................................111
The Pharmacist Pharmaceutical Scientist Curriculum ..........................................117
The Pharmacist Clinician Curriculum ...................................................................123
Program Enrollment and Roster Analysis ..............................................................131

CHAPTER 6: ROLE AND STATUS OF THE BASIC PHARMACEUTICAL SCIENCES
.....................................................................................................................................................134
6.1 Introducing the Study Participants and Prefacing Role and Status .............................135
Congruency on What Constitutes the Basic Pharmaceutical Sciences ..................137
Pharmacy Practice Experience and Teaching Practices: Emerging Differences ..138
Congruency on the Blueprint for Pharmacy and the Future of the Profession ......142
6.2 Faculty Perspectives on Role: Growing Solitudes ......................................................143
Exploring Role With the Basic Pharmaceutical Scientists .....................................144
Exploring Role from the Clinical and Practice Faculty Perspective .....................147
6.3 Faculty Perspectives on Status: Recognition and Convergence .................................151
Status and the basic pharmaceutical scientists.......................................................152
Status and the Clinical and Practice Faculty .........................................................157

CHAPTER 7: CURRICULUM AND PEDAGOGICAL PRACTICES OF THE BASIC
PHARMACEUTICAL SCIENTISTS ......................................................................................162
7.1 Curriculum and Pedagogical Practices: Exploring Broadly ........................................163
Setting the Stage......................................................................................................163
Approaches to Course Design ................................................................................166
A Closer Look at Content Selection: Exploring Issues of Scope and Depth ..........169
Use of Objectives ....................................................................................................174
Teaching Methods and Active Learning Strategies ................................................175
Assessment Practices ..............................................................................................177
7.2 Curriculum and Pedagogical Practices: Experiencing the Specific ............................179
Three Classes in a Week .........................................................................................179
Monday, 9-10am, IRC 6: Ian’s Class .....................................................................180
Wednesday, 3-4pm, IRC 2: Lindsey’s Class ...........................................................185
Thursday, 10-11am, IRC 6: Brad’s Class ..............................................................189
7.3 Chapter Summary ........................................................................................................191
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CHAPTER 8: WHAT HAS BEEN LEARNED, IMPLICATIONS AND CONCLUSIONS
.....................................................................................................................................................193
8.1 Learning from Research Question 1............................................................................194
Broad Findings .......................................................................................................195
Findings Regarding Scope and Depth of the Basic Pharmaceutical Sciences .......197
8.2 Learning from Research Question 2............................................................................200
Findings Regarding Role and Status of the Basic Pharmaceutical Sciences .........201
8.3 Learning from Research Question 3............................................................................204
Findings Regarding Curriculum and Pedagogical Practices Pharmaceutical
Scientists ................................................................................................................ 205
8.4 Research Claims ..........................................................................................................208
8.5 Contributions to the Scholarly Literature ....................................................................210
8.6 Implications .................................................................................................................211
8.7 Conclusions .................................................................................................................221

REFERENCES ..........................................................................................................................225
APPENDIX A .............................................................................................................................250
APPENDIX B .............................................................................................................................257

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LIST OF TABLES

Table 1: Some curriculum definitions from educational scholars and practitioners ....................43

Table 2: Comparison of key dimensions of curriculum ...............................................................51

Table 3: Conceptual orientations towards pharmacy education and curricula in Canada since
Confederation ................................................................................................................. 53

Table 4: Common qualitative research approaches and key interpretive questions .....................70

Table 5: Study sample characteristics ...........................................................................................81

Table 6: Faculty and curriculum review documents for UBC pharmacy programs .....................83

Table 7: The empiricist apprentice curriculum ...........................................................................112

Table 8: Curriculum and pedagogical practices of basic pharmaceutical scientists ...................164

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LIST OF FIGURES

Figure 1: A view of curriculum ....................................................................................................44

Figure 2: Conceptual structure for the case study ........................................................................74

Figure 3: Theoretical framework adopted for the study ...............................................................75

Figure 4: UBC pharmacy curriculum development, 1944-1958 ................................................102

Figure 5: UBC pharmacy curriculum development, 1958-1972 ................................................103

Figure 6: UBC pharmacy curriculum development, 1972-1985 ................................................104

Figure 7: UBC pharmacy curriculum development, 1985-1997 ................................................105

Figure 8: UBC pharmacy curriculum development, 1996-2003 ................................................106

Figure 9: UBC pharmacy curriculum development, 2003-2013 ................................................107

Figure 10: The pharmacist basic scientist curriculum (UBC BSP, 1960) ..................................114

Figure 11: The pharmacist pharmaceutical scientist curriculum (UBC BSc(Pharm), 1980) .....118

Figure 12: The pharmacist clinician curriculum (UBC BSc(Pharm), 2010-2011) .....................124

Figure 13: Program enrollment data and roster analysis, 1946-2011 .........................................133

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LIST OF ABBREVIATIONS

AFPC – Association of Faculties of Pharmacy of Canada
ADPC – Association of Deans of Pharmacy of Canada
BC – British Columbia
BCMA – British Columbia Medical Association
BCPhA – British Columbia Pharmaceutical Association
BSc – Baccalaureate of Science
BSc(Pharm) – Baccalaureate of Science in Pharmacy
BSP – Bachelor of Science in Pharmacy
CAHP – Canadian Academy of the History of Pharmacy
CAPS – Cases in Pharmaceutical Sciences
CCAPP – Canadian Council for the Accreditation of Pharmacy Programs
CCPF – Canadian Conference of Pharmaceutical Faculties
CPhA – Canadian Pharmacists Association
E2P – Entry to Practice
FPS – Faculty of Pharmaceutical Sciences
HBC – Hudson’s Bay Company
MSc – Master of Science
MSP – Master of Science in Pharmacy
NAPRA – National Association of Pharmacy Regulatory Authorities
OSCE – Objective Structured Clinical Exam
PEBC – Pharmacy Examining Board of Canada
PharmD – Doctor of Pharmacy
PhD – Doctor of Philosophy
SPEP – Structured Practice Education Program
US – United States
UBC – University of British Columbia
WebCT Vista – Web Course Tools Vista version.

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