Implementation of an ACPE-Accredited PharmD Curriculum at a Saudi College of Pharmacy

• Published in: American journal of pharmaceutical education 2019-11, Vol.83 (9), p.6237-6248, Article 6237
• Main Authors: Alkatheri, Abdulmalik M., Albekairy, Abdelkareem M., Khalidi, Nabil, Phelps, Stephanie J., Gourley, Dick R., Al Jeraisy, Majed, Qandil, Amjad M.
• Format: Article
• Language: English
• Subjects: Accreditation; ACPE-accredited program; Collaboration; College Administration; College campuses; Colleges & universities; Curricula; Curriculum; curriculum development; curriculum implementation; Education; Finance; Khan, Sal; Medical schools; Medical societies; Pharmaceutical Education; Pharmacy; PharmD program; Students; Teachers; Time
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe6237

Objective. To establish an academic curricular collaboration between the newly established college of pharmacy at King Saud Bin Abdulaziz Saudi University for Health Sciences (KSAU-HS) and a US college of pharmacy accredited by the Accreditation Council for Pharmacy Education, and assess measures of success. Methods. Criteria for selecting a college for collaboration were established. A systematic approach was followed in negotiating legal, logistical, and financial issues with the selected collaborating institution. Course materials were transferred and implemented and minimal changes were made to the alignment and sequencing of lectures. The faculty at KSAU-HS developed and implemented research and seminar courses. Pharmacy practice experiences were designed and rubrics were developed. Results. All courses were implemented successfully. The PharmD students scored significantly higher in all academic levels in a benchmarked progress test than did students in other programs. Students’ evaluation of 43 first-, second-, and third-year courses in 2017-2018 using a survey that assessed numerous aspects of each course showed significantly higher overall satisfaction than the institutional averages. Also, female students indicated significantly higher satisfaction with the PharmD program than did male students. Conclusion. The transfer and implementation of an accredited PharmD curriculum to the KSAU-HS College of Pharmacy went smoothly and the program was launched on time. Learning and teaching success was facilitated by the KSAU-HS faculty. Program outcomes were verified by students’ high scores on a benchmarked examination and by their satisfaction with the courses.