Design and implementation of a program wide pharmaceutical compounding curriculum using the scaffold learning approach

Abstract

Background and purpose: We evaluated the design and implementation of a program wide pharmaceutical compounding curriculum covering five modules over four years using the scaffold learning approach in a pharmacy degree program.

Educational activity and setting: A programmatic approach was taken in the development of compounding expertise, which required moving away from a compartmentalized course design to a multi-course approach spanning all four years of the pharmacy program.

Findings: Since the intervention began in 2014, course failure rates, which were around 34% (2012-2014), have significantly decreased to 1.5% (2015-2019), and the percentage of students achieving distinction and above has increased four-fold from 20% (2012-2014) to 80% (2015-2019).

Summary: A program wide scaffold learning approach was more effective in the development of compounding skills throughout the pharmacy program than teaching compounding techniques in different modules without clear vertical integration.

Keywords: Compounding; Curriculum; Laboratory education; Scaffold learning; Skill development.