TYPICAL CURRICULAR PATHWAYS OF UNDERGRADUATE PHARMACEUTICAL EDUCATION | Journal of Global Research

The pharmaceutical industry is a critical component of every country's healthcare system. In industrialised nations, pharmacy has progressed from a basic apothecary product-oriented vocation in which medications are compounded and delivered to a more patient-centered practise in which pharmacists meet all of society's pharmaceutical requirements in a safe, effective, and cost-efficient manner. Pharmacy education has grown in tandem with the profession to include all of the additional information and skills necessary of pharmacists in order for them to effectively participate in multidisciplinary healthcare teams. As a result, clinical and professional courses have been added to the conventional product-oriented and laboratory-based courses, resulting in a more sophisticated curricular structure for undergraduate pharmaceutical education.

Pharmaceutical services, on the other hand, are inferior in underdeveloped nations. Furthermore, undergraduate pharmaceutical education institutions are of varying quality, operate with outdated curriculum, and are disconnected from critical social requirements and global pharmacy advancements.

National governments will fulfil an ethical commitment to the general public by ensuring that pharmacists are taught and trained according to predetermined high quality standards, as the societal demands of professional pharmacists are met.

The purpose of this study is to highlight the common curricular routes of undergraduate pharmaceutical education at the bachelor's level, as well as to compare them to worldwide quality standards. This explanation will show how the differences between a "Bachelor of Pharmacy" and a "Bachelor of Pharmaceutical Science" affect the curricular organisation and graduate attributes (i.e. societal demands) of both degrees.

It's crucial to remember that the curricular framework outlined in this document is only a guideline; the specifics of each stream of study (pharmaceutical education programme structure) might change depending on societal pharmaceutical demands, cultural characteristics, and country conditions. The curriculum framework of pharmaceutical education should represent diverse career paths in order to provide students with the information and abilities needed for future practise.

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