(374) Stronger Together? Integrating Sciences and Therapeutic Courses

Objective : Examine the prevalence of integrated modules of sciences and therapeutics courses in pharmacy curriculum compared to stand-alone science and therapeutics courses, looking specifically at variations in course credits, number of integrated courses, and NAPLEX pass rates, as a measure of effectiveness.

Methods: The curriculums listed on the websites of 146 pharmacy programs were examined for information related to any course containing pharmacotherapy content in the course name or course description. Categorical and continuous data were analyzed using chi-square and t-tests, respectively.

Results: The final sample size was 127 schools as programs that do not publicize detailed curriculum were excluded. Integrated science/therapeutics courses were found in the majority of programs (n=79, 62.2%), which ranged between 22-69.5 credits, averaging 35, compared to non-integrated courses, ranging from 11-37 credits, averaging 20. Integration of science/therapeutics courses was equally common in public vs private institutions however the number of integrated credits was somewhat higher in private institutions, averaging 38 vs 32 credits, which was 22% vs 19% of overall credits. There was no significant difference in the 3-year first time NAPLEX pass rates of programs that integrated these courses compared to those with standalone courses.

Conclusions: Therapeutics courses are essential in pharmacy education and contribute to effective patient care delivery. Integrated models are meant to bridge foundational sciences with clinical skills. As institutions begin implementing new ACPE standards, this data supports the continued flexibility to design curriculum based on each programs’ unique philosophy.