Stakeholder role in setting curriculum priorities for expanding pharmacy scope of practice

Abstract

Globally, pharmacy education has evolved as scope of practice expands, from four-year bachelor’s programmes to extended, more clinically focused qualifications. Curriculum transformation is typically led by academics then presented to expert stakeholders for confirmation and comment. This study aimed to engage stakeholders in initial curriculum design to transform pharmacy education at one Australian university. The nominal group technique was used to identify priorities for curriculum and work integrated learning. Twenty-three diverse stakeholders proposed 153 ideas for curriculum and work integrated learning across four sessions, and these were consolidated into 10 to 11 over-arching statements per group and voted on. Group discussions were recorded, then transcribed verbatim followed by thematic analysis of transcripts. Priority areas included specific skills for extended scope and role specialisation, and innovative changes to work-integrated learning to ensure alignment with evolving complexity in practice. Early stakeholder participation enriched curriculum design using a sustainable approach to industry engagement.