Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan

Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan Randa Almahdi, Ahmed Arbab, Maha Maatoug This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5311699/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background Fully recognizing the pivotal role of experiential pharmacy education, the current educational curriculum of the Faculty of Pharmacy, University of Gezira, Sudan was reviewed to check for integrating experiential activities to align with the national accreditation standards. The study aims to identify the strengths and weaknesses of the experiential component of the curriculum and to check its suitability to meet the standards of the national accreditation criteria. Methods Employing a descriptive approach, we borrowed the self-study checklist questions of the basic standards of the educational program domain of the national accreditation program, relevant to the experiential component. Namely, these are basic Standards III (design, delivery, and oversight), Standard IV (the practice experience of the educational program, the introductory pharmacy practice education IPPE), and Standard VI ( the advanced pharmacy practice education APPE). Results Key findings highlight a semi-competency-based curriculum transitioning from discipline-based to integrated pharmaceutical sciences, incorporating IPPE and APPE components. The study identifies strengths in integrating practical training but notes gaps in structured supervision, hospital pharmacy training, collaborative learning, and interprofessional education. Addressing these gaps could enhance the program's alignment with accreditation standards, ultimately improving the quality of experiential education and preparing students for effective pharmaceutical care. Conclusion The studied experiential program effectively incorporates essential pharmaceutical sciences and provides opportunities for practical application. However, the curriculum should enhance hospital pharmacy training, ensure structured supervision in community settings, and promote collaborative learning and inter-professional interaction to strengthen the experiential component. Pharmacy education experiential education introductory pharmacy experiences Pharmacy accreditation BACKGROUND The shift toward pharmaceutical care emphasizes that pharmacists must possess not only theoretical knowledge but also practical skills and attitudes 1 . This evolution necessitates a modern approach to pharmacy education, which often faces challenges from outdated curricula and inadequate healthcare systems 2 . In 2011, the Accreditation Council for Pharmaceutical Education (ACPE) broadened the scope of pharmacy education to include the affective domain, reinforcing the need for skills and attitude-based learning 3 . Since then, the ACPE has become the internationally recognized body for the accreditation of pharmacy programs worldwide and started to assist international stakeholders, by offering guidance on quality assurance and the advancement of pharmacy education as well 4 . Consequently, experiential education has become a crucial element of pharmacy curricula. It enables students to complete their learning cycles through real-world experiences to acquire essential skills like critical thinking, decision-making, problem-solving, and communication that are best developed through hands-on experiences 5 . However, the process of enhancing experiential learning of pharmacy students takes place by incorporating Kolb’s Learning Cycle into experiential pharmacy education by providing a structured framework for the reflection and application of theoretical knowledge 6 . Kolb’s Learning Cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation 6 . Furthermore, consolidating experiential education aligns with accreditation standards, reflecting its growing importance in pharmacy education 7 . Experiential education is defined as structured, curriculum-integrated activities that connect students with practical experiences in real-world settings outside the traditional classroom setting 6 . These programs include laboratory experiments, field exercises, internships, and undergraduate research 8 , all are aimed at enhancing students’ social responsibility and professional skills 6 . Early exposure of pharmacy students to experiential activities plays a vital role in shaping the professional identity of pharmacy students 9 . Despite its importance, integrating experiential programs into curricula poses significant challenges for educators and students alike 10 . The ACPE outlines two primary types of experiential education: An Introductory Pharmacy Practice Experience (IPPE) and Advanced Pharmacy Practice Experience (APPE) 8 . Both IPPE and APPE programs are needed for a robust experiential education 8 . However, the IPPE typically comprises 5% of the total contact hours in a Bachelor’s degree program, spread across the third, fourth, and fifth years, while the APPE program is relevant only to a Pharm D degree 8 . The study was done, on one hand, as an attempt to conduct a gap analysis to oversee if the curricula of pharmacy schools in Sudan, represented by one public faculty of pharmacy (at the University of Gezira), integrating experiential components into its curriculum, and identify strengths and challenges of the experiential program. On the other hand, to check if the integrated experiential program meets the accreditation standards of the educational program domain developed by the Sudan Medical Council (SMC) guided by the accreditation standards of the ACPE 11 . The objectives of this study were to review the experiential component of the educational curriculum of the Faculty of Pharmacy at the University of Gezira, Sudan, to identify its strengths, and weaknesses using the basic standards of the experiential component of the educational program developed by the Sudan Medical Council as a benchmark. METHODS This study employs a descriptive approach to review the experiential education component of the pharmacy curriculum at the University of Gezira in Sudan (U of G). The U of G was established in 1978, and the Faculty of Pharmacy began enrolling students in 1994, offering a Bachelor’s degree upon successful completion of ten semesters. The review involved evaluating the experiential part of the approved curriculum against the relevant basic standards of the educational domain of the Sudan Medical Council (SMC) accreditation program, focusing on curricular design, delivery, oversight, Knowledge application, and practice experience (IPPE and APPE). The reviewed items include the details of the experiential component of the curriculum; the design, delivery, assessment, the Pharmacy Practice Experience (PPE) program, training in hospital and community pharmacy, the inclusion of pre-requisite subjects, and integration. The self-study checklist queries checked these variables, corresponding to the accreditation standards: standard III curricular design, delivery, and oversight, standard V Pharmacy Practice Experience (PPE) curriculum, and standard VI Advanced Pharmacy Practice Experience (APPE) curriculum. For each of these standards, only the basic standards were considered, while the quality standards were omitted. RESULTS 4.1 The review involved checking the inclusion of required courses that prepare students for the experiential program. The pre-requisite discipline subjects were included in the teaching plan of the curriculum, as shown in Table 1 . Table 1 The required courses that prepare students for the experiential program BASIC STANDARDS Answers ANSWERS INCLUSION OF SOCIAL PHARMACY No social pharmacy course As a topic, social pharmacy is included within pharmacy practice ADMINISTRATIVE PHARMACY SUBJECTS Management and Marketing in Pharmacy course Yes. In Semester 10 CLINICAL PHARMACY SUBJECTS Principles of clinical pharmacy and pharmacy practice Starting in semester 4 with principles of clinical pharmacy and continuing through the other semesters in the integrated courses DEVELOPMENT OF EVIDENCE-BASED AND CLINICAL REASONING SKILLS Students acquire clinical reasoning skills during direct patient care activities, while clinical evidence-based skills may develop during research project execution. Need to be assessed to ensure the development of the acquired skills 4.2 The review of curricular design, structure, and curricular committee, describing the curricular design and structure. The curriculum features a discipline-based approach in the first two years, transitioning to integrated pharmaceutical sciences in the final three years in Table 2 . Table 2 Review of curricular design, structure, and curricular committee Basic standards CHECKLIST QUESTIONS ANSWERS THE CURRICULUM DESIGN What type of curriculum? It is a discipline-based system in the first two years, and integrated pharmaceutical sciences courses are taught in the final three years INTEGRATION OF THE CURRICULUM Is it contemporary? The curriculum was reformed in 2018. PROGRAM DURATION What is the duration of the curriculum? Five academic years of 362 contact hours and 202 credit hours studied over ten semesters. CURRICULAR COMMITTEE Is there a Curriculum Committee? There is a curriculum committee, with departmental representation from all departments. Does it represent the faculty at large? For the curriculum review, the committee is membered by stakeholders, representatives from all departments, and students. Three levels are responsible for curriculum development and monitoring, the faculty board, the curriculum committee, and the departmental committees, through coordination to run regular work. Is the committee adequately resourced? The faculty allocates resources to the committee 4.3 The Review of the Delivery Methods of Experiential Program, describes the various teaching methods of experiential activities as in Table 3 . Table 3 Review of the Delivery Methods of Experiential Program CHECKLIST QUESTIONS FOR BASIC STANDARDS ANSWERS TO QUERIES ARE DELIVERY METHODS (BASED ON ADULT LEARNING PRINCIPLES) Various delivery methods include technology-based learning (simulation), group learning (case discussions), individual learning (assignments), inquiry-based learning (seminars and tutorials), and expeditionary learning (research projects). DOES TEACHING FACILITATE LEARNING OUTCOMES? The use of various teaching methods facilitates students' learning and suits different students’ learning styles. IS IT LEARNER-CENTERED? The experiential program is delivered by teacher-centered and student-centered approaches (Harden et al., 1984) it uses both passive and active learning methods. IS IT SELF-DIRECTED LEARNING? Self-directed learning is maintained by certain activities e.g. students’ assignments, preparation of seminars, clinical cases, and the graduation project. DOES THE CURRICULUM ENCOURAGE COLLABORATIVE LEARNING? No collaborative learning program exists. The Review of the integrated PPE Program into the educational curriculum. It includes hands-on training in community and hospital pharmacies as shown in Table 4 . Finally, the Advanced Pharmacy Practice Education Program. The APPE program is scheduled in the final semester, consisting of 11 contact hours. Although this program is relevant to Pharm D programs, it aligns with SMC accreditation standards, as shown in Table 5 . Table 4 Review of the integrated PPE Program into the educational curriculum BASIC STANDARDS V CHECKING ITEMS Responses to queries Comments INCLUSION OF COMPLIMENTARY GRADUATION RESEARCH PROJECT Yes This is considered part of the experiential program. Final-year students complete graduation research projects in groups in the final year THE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF KNOWLEDGE Yes, the curriculum includes the foundational, clinical, social, and administrative subjects required as a knowledge basis These are pre-requisite subjects for the experiential program THE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF SKILLS Hands-on training allows for the development of needed skills, including: - community pharmacy of 160 contact hours - Training in the simulation community pharmacy model to acquire communication skills, problem-solving skills, and patient counseling. - Students in the hospital participate in clinical rounds, and discuss and present cases. Students have no mandatory scheduled training in hospital pharmacy. THE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF ATTITUDES Participating in hospital clinical rounds, case discussions, and communication with different hospital personnel, allows for the development of professional attitudes AVAILABILITY OF WELL-TRAINED PRECEPTORS There are preceptors from the faculty staff and collaborative preceptors from the hospital Preceptors supervise students’ training activities FORMATIVE AND SUMMATIVE FEEDBACK No feedback activities are carried out following experiential activities. These are important to ensure training is completed THE INTER-PROFESSIONAL LEARNING ACTIVITIES? No inter-professional learning activities exist Table 5 The Advanced Pharmacy Practice Education Program (APPE) BASIC STANDARD VI CHECKING ITEMS Responses to queries Comments INCLUSION OF THE EXPERIENTIAL PROGRAM OF ADVANCED PHARMACY PRACTICE EDUCATION Yes 11 contact hours of APPE activities were scheduled in Semester 10 APPE program is relevant to the Pharm D degree and not the Bachelor Pharmacy degree DISCUSSION Sudan is among the pioneer countries in pharmacy education within the region, with a rapidly expanding number of pharmacy schools and colleges. However, despite their enormous growth, to date, none of these institutions have achieved accreditation from the Sudan Medical Council (SMC), the national body responsible for accrediting medical, dental, and pharmacy schools in the country. The SMC developed the accreditation standards for pharmacy schools in Sudan in 2018, under the guidelines of the ACPE accreditation program 11 . This survey is, to the best of my knowledge, the first of its kind in Sudan. It offers a descriptive and exploratory examination of the experiential education part within the curriculum of the Faculty of Pharmacy at the University of Gezira. With advanced Pharmacy education and the need to produce skillful pharmacists capable of implementing pharmaceutical care, experiential education becomes a crucial component. Consequently, the various countries need to explore how to map and reform the educational curricula of pharmacy schools and integrate experiential activities relevant to their context and societies. This can be well achieved by bridging the gap through the identification of local challenges and finding solutions to them, especially in developing countries with inadequate healthcare infrastructure and backdated educational curricula. However, these countries may benefit from other similar countries to see how they have addressed the challenges in education and healthcare delivery systems. Examples of studies like a review of several developing countries' identified barriers and suggested solutions to overcome 12 , The study by the International Pharmaceutical Federation (FIP) to develop a competency framework and to test the association between science and practice 13 , and the identification of challenges to experiential education in Nigeria 6 . The main findings of the studied experiential program, suggest that the curriculum is well-positioned to support the development of a robust experiential education program that aligns with the national and international accreditation standards. It includes essential prerequisites in biomedical, pharmaceutical, social sciences, administrative, and clinical subjects, emphasizing the growing necessity of incorporating hands-on training to fulfill the accreditation requirements. The curriculum’s integration of pharmaceutical sciences with practical training nurtures critical thinking and clinical reasoning. However, challenges remain, such as inadequate hospital pharmacy training, insufficient structured supervision, and limited opportunities for collaborative learning. Furthermore, revising the curriculum and practice regulations is hindered by legal, cultural, and logistical barriers 14 . The curriculum begins with a discipline-based approach in the first two years, transitioning to an integrated model in the final three years. The early focus on basic pharmaceutical sciences lays a solid foundation, enhancing students’ understanding of clinical sciences 14 . The integrated approach in the latter years helps students make connections across subjects, corresponding to the fourth step of Harden’s integration ladder 15 . The 15 integrated pharmaceutical science courses are taught through active learning delivery methods, linking clinical care to foundational sciences. This method combines pharmaceutical, social, administrative, and clinical sciences, and fosters integrative learning 16 . For example, when teaching about Central Nervous System (CNS) disorders, pharmacology covers drug mechanisms and pharmacokinetics, medicinal chemistry explains molecular interactions, and pharmacotherapy addresses clinical applications and drug selection. Social and administrative sciences then explore social health determinants and non-pharmacological interventions as in Harden’s integration principles 15 . The curriculum employs a variety of teaching and assessment methods, including traditional lectures, case discussions, seminars, tutorials, assignments, simulations, role-playing, and research projects. These methods cater to diverse learning styles, incorporating technology, group work, individual study, and experiential learning. This aligns with the idea that experiential teaching should be driven by student learning outcomes and innovative methods 14 . Self-directed learning is encouraged through assignments, seminar preparation, clinical cases, and graduation projects. The curriculum blends passive and active learning approaches, balancing teacher-centered and student-centered strategies 17 . Assessment methods are designed to complement the teaching strategies. Formative assessments include clinical round participation, case discussions, seminar presentations, and assignments, while summative assessments are based on students’ attendance, mid-semester, and final exams. Learning outcomes are evaluated through group case discussions, seminars, simulation sessions, Objective Structured Clinical Exams (OSCEs), assignments, and graduation projects. To ensure students acquire the necessary skills, assessment, and feedback must be integrated into the educational program, which is crucial for guiding student learning 18 . The program ensures the application and demonstration of knowledge, skills, and attitudes. Knowledge is built through foundational courses, while skills are developed through practical training in laboratories, simulations, and community pharmacies. Hospital training, including participation in clinical rounds, helps students cultivate professional attitudes and communication skills by interacting with patients, caregivers, and healthcare providers. This approach aligns with the need to maintain knowledge application across the three educational domains: knowledge, skills, and attitudes 19 . Students engage in various experiential activities throughout the third, fourth, and fifth professional years, with total contact hours likely exceeding the 5% required for introductory pharmacy practice education (IPPE) according to Akel and colleagues 10 . It is worth mentioning that the program schedules an APPE program of eleven contact hours which are not relevant to the Bachelor's degree of pharmacy, although required by the SMC accreditation standards. Nonetheless, certain areas require improvement to enhance the experiential program. For example, the absence of structured hospital pharmacy training is a significant gap. Hospital pharmacy training is crucial for experiential education and should encompass patient counseling and drug monitoring to optimize patient outcomes 8 . Experiential training should also be evenly distributed between hospital and community pharmacies, ensuring students receive comprehensive training in outpatient and inpatient pharmacies, drug information departments, and community pharmacies 20 . Furthermore, experiential education must be curriculum-related and supervised to ensure skill acquisition 3 . Another area for enhancement is the inclusion of collaborative and inter-professional learning within the experiential education program, which is essential for meeting accreditation requirements set by the SMC 11 . Conclusion The University of Gezira’s pharmacy curriculum demonstrates significant potential in integrating experiential education with didactic learning. The program effectively incorporates essential pharmaceutical sciences and provides opportunities for practical application. Nevertheless, to strengthen the experiential component, the curriculum should enhance hospital pharmacy training, ensure structured supervision in community settings, and promote collaborative learning and inter-professional interaction. By addressing these areas, the program can better meet the SMC accreditation criteria and prepare students for effective pharmaceutical care. Declarations Ethics approval and consent to participate • Ethical approval No EA248000097 was obtained from the Ethical Committee of the Educational Development Center (EDC) of the Sudan Medical Specialization Board (SMSB) on 21 /9/2022. Consent for publication • (Not applicable) Competing interests The authors of the manuscript declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Funding • This is to declare that the research entitled: ‘’Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan’’ was conducted without external funding. Author Contribution A) Randa Alsadig Almahdi, B) Ahmed Hassan Arbab, C) Maha Mirghany Maatoug, Author (A) is the principal investigator, who designed the method and discussed the findings and wrote the main manuscript text.Author (B) supervised the research work, and author (C ) was the authenticated primary information source from the Faculty of Gezira who provided information about the curriculum. The three authors reviewed the manuscript, accepted responsibility for the entire content of this manuscript, consented to its submission to the journal, and approved the final version of the manuscript. Acknowledgement We want to express our full gratitude to Dr Mohammed Abdelrahamn, Dean of the faculty of pharmacy at the University of Gezira-Madani, for his generosity in responding to our request to execute this research work. Data Availability Data are available upon request, and are not publicly available for technical issues. References Sánchez AM. Teaching patient-centered care to pharmacy students. Int J Clin Pharm. 2011;33(1):55–7. https://doi.org/10.1007/s11096-010-9456-z . Boura F, Awaisu A, ElGeed H, Katoue M, Kheir N. Pharmaceutical care education at pharmacy colleges in the Middle East and North Africa region: A systematic review. J Clin Pharm Ther. 2022;47(8):1134–48. https://doi.org/10.1111/jcpt.13674 . Suwannaprom P, Suttajit S, Eakanunkul S, Supapaan T, Kessomboon N, Udomaksorn K, Sakulbumrungsil R. Development of pharmacy competency framework for the changing demands of Thailand's pharmaceutical and health services. 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Am J Pharm Educ. 2012;76(10):205. https://doi.org/10.5688/ajpe7610205 . Additional Declarations No competing interests reported. Supplementary Files Requestforwaiver.docx TherelevantStandardsoftheAccreditationofPharmacyScoolsinSudan.docx Appendixfile.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. 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07:02:00","extension":"docx","order_by":2,"title":"","display":"","copyAsset":false,"role":"supplement","size":22885,"visible":true,"origin":"","legend":"","description":"","filename":"TherelevantStandardsoftheAccreditationofPharmacyScoolsinSudan.docx","url":"https://assets-eu.researchsquare.com/files/rs-5311699/v1/201853ae8e58e2dca726dc35.docx"},{"id":94884480,"identity":"27d1ccea-b95e-49a0-8064-ec66d5533d51","added_by":"auto","created_at":"2025-10-31 17:51:03","extension":"docx","order_by":3,"title":"","display":"","copyAsset":false,"role":"supplement","size":22740,"visible":true,"origin":"","legend":"","description":"","filename":"Appendixfile.docx","url":"https://assets-eu.researchsquare.com/files/rs-5311699/v1/c13a80591b14500e3b7603bf.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan","fulltext":[{"header":"BACKGROUND","content":"\u003cp\u003eThe shift toward pharmaceutical care emphasizes that pharmacists must possess not only theoretical knowledge but also practical skills and attitudes \u003csup\u003e\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u003c/sup\u003e. This evolution necessitates a modern approach to pharmacy education, which often faces challenges from outdated curricula and inadequate healthcare systems \u003csup\u003e\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u003c/sup\u003e. In 2011, the Accreditation Council for Pharmaceutical Education (ACPE) broadened the scope of pharmacy education to include the affective domain, reinforcing the need for skills and attitude-based learning \u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e. Since then, the ACPE has become the internationally recognized body for the accreditation of pharmacy programs worldwide and started to assist international stakeholders, by offering guidance on quality assurance and the advancement of pharmacy education as well \u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e. Consequently, experiential education has become a crucial element of pharmacy curricula. It enables students to complete their learning cycles through real-world experiences to acquire essential skills like critical thinking, decision-making, problem-solving, and communication that are best developed through hands-on experiences \u003csup\u003e\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e. However, the process of enhancing experiential learning of pharmacy students takes place by incorporating Kolb\u0026rsquo;s Learning Cycle into experiential pharmacy education by providing a structured framework for the reflection and application of theoretical knowledge \u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. Kolb\u0026rsquo;s Learning Cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. Furthermore, consolidating experiential education aligns with accreditation standards, reflecting its growing importance in pharmacy education \u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eExperiential education is defined as structured, curriculum-integrated activities that connect students with practical experiences in real-world settings outside the traditional classroom setting\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. These programs include laboratory experiments, field exercises, internships, and undergraduate research\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e, all are aimed at enhancing students\u0026rsquo; social responsibility and professional skills\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e. Early exposure of pharmacy students to experiential activities plays a vital role in shaping the professional identity of pharmacy students \u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e. Despite its importance, integrating experiential programs into curricula poses significant challenges for educators and students alike \u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe ACPE outlines two primary types of experiential education: An Introductory Pharmacy Practice Experience (IPPE) and Advanced Pharmacy Practice Experience (APPE)\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e. Both IPPE and APPE programs are needed for a robust experiential education\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e. However, the IPPE typically comprises 5% of the total contact hours in a Bachelor\u0026rsquo;s degree program, spread across the third, fourth, and fifth years, while the APPE program is relevant only to a Pharm D degree \u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe study was done, on one hand, as an attempt to conduct a gap analysis to oversee if the curricula of pharmacy schools in Sudan, represented by one public faculty of pharmacy (at the University of Gezira), integrating experiential components into its curriculum, and identify strengths and challenges of the experiential program. On the other hand, to check if the integrated experiential program meets the accreditation standards of the educational program domain developed by the Sudan Medical Council (SMC) guided by the accreditation standards of the ACPE \u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe objectives of this study were to review the experiential component of the educational curriculum of the Faculty of Pharmacy at the University of Gezira, Sudan, to identify its strengths, and weaknesses using the basic standards of the experiential component of the educational program developed by the Sudan Medical Council as a benchmark.\u003c/p\u003e"},{"header":"METHODS","content":"\u003cp\u003eThis study employs a descriptive approach to review the experiential education component of the pharmacy curriculum at the University of Gezira in Sudan (U of G). The U of G was established in 1978, and the Faculty of Pharmacy began enrolling students in 1994, offering a Bachelor\u0026rsquo;s degree upon successful completion of ten semesters. The review involved evaluating the experiential part of the approved curriculum against the relevant basic standards of the educational domain of the Sudan Medical Council (SMC) accreditation program, focusing on curricular design, delivery, oversight, Knowledge application, and practice experience (IPPE and APPE).\u003c/p\u003e \u003cp\u003eThe reviewed items include the details of the experiential component of the curriculum; the design, delivery, assessment, the Pharmacy Practice Experience (PPE) program, training in hospital and community pharmacy, the inclusion of pre-requisite subjects, and integration.\u003c/p\u003e \u003cp\u003eThe self-study checklist queries checked these variables, corresponding to the accreditation standards: standard III curricular design, delivery, and oversight, standard V Pharmacy Practice Experience (PPE) curriculum, and standard VI Advanced Pharmacy Practice Experience (APPE) curriculum. For each of these standards, only the basic standards were considered, while the quality standards were omitted.\u003c/p\u003e"},{"header":"RESULTS","content":"\u003cp\u003e4.1 The review involved checking the inclusion of required courses that prepare students for the experiential program. The pre-requisite discipline subjects were included in the teaching plan of the curriculum, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe required courses that prepare students for the experiential program\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBASIC STANDARDS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnswers\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eANSWERS\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eINCLUSION OF SOCIAL PHARMACY\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo social pharmacy course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAs a topic, social pharmacy is included within pharmacy practice\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eADMINISTRATIVE PHARMACY SUBJECTS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eManagement and Marketing in Pharmacy course\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes. In Semester 10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCLINICAL\u003c/p\u003e \u003cp\u003ePHARMACY SUBJECTS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrinciples of clinical pharmacy and pharmacy practice\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStarting in semester 4 with principles of clinical pharmacy and continuing through the other semesters in the integrated courses\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDEVELOPMENT OF EVIDENCE-BASED AND CLINICAL REASONING SKILLS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents acquire clinical reasoning skills during direct patient care activities, while clinical evidence-based skills may develop during research project execution.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNeed to be assessed to ensure the development of the acquired skills\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e4.2 The review of curricular design, structure, and curricular committee, describing the curricular design and structure. The curriculum features a discipline-based approach in the first two years, transitioning to integrated pharmaceutical sciences in the final three years in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReview of curricular design, structure, and curricular committee\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBasic standards\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCHECKLIST QUESTIONS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eANSWERS\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTHE CURRICULUM DESIGN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhat type of curriculum?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIt is a discipline-based system in the first two years, and integrated pharmaceutical sciences courses are taught in the final three years\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eINTEGRATION OF THE CURRICULUM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIs it contemporary?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe curriculum was reformed in 2018.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePROGRAM DURATION\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhat is the duration of the curriculum?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFive academic years of 362 contact hours and 202 credit hours studied over ten semesters.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eCURRICULAR COMMITTEE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIs there a Curriculum Committee?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThere is a curriculum committee, with departmental representation from all departments.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDoes it represent the faculty at large?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFor the curriculum review, the committee is membered by stakeholders, representatives from all departments, and students.\u003c/p\u003e \u003cp\u003eThree levels are responsible for curriculum development and monitoring, the faculty board, the curriculum committee, and the departmental committees, through coordination to run regular work.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIs the committee adequately resourced?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThe faculty allocates resources to the committee\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e4.3 The Review of the Delivery Methods of Experiential Program, describes the various teaching methods of experiential activities as in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReview of the Delivery Methods of Experiential Program\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCHECKLIST QUESTIONS FOR BASIC STANDARDS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eANSWERS TO QUERIES\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eARE DELIVERY METHODS (BASED ON ADULT LEARNING PRINCIPLES)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVarious delivery methods include technology-based learning (simulation), group learning (case discussions), individual learning (assignments), inquiry-based learning (seminars and tutorials), and expeditionary learning (research projects).\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDOES TEACHING FACILITATE LEARNING OUTCOMES?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe use of various teaching methods facilitates students' learning and suits different students\u0026rsquo; learning styles.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIS IT LEARNER-CENTERED?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe experiential program is delivered by teacher-centered and student-centered approaches (Harden et al., 1984) it uses both passive and active learning methods.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIS IT SELF-DIRECTED LEARNING?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-directed learning is maintained by certain activities e.g. students\u0026rsquo; assignments, preparation of seminars, clinical cases, and the graduation project.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDOES THE CURRICULUM ENCOURAGE COLLABORATIVE LEARNING?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo collaborative learning program exists.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eThe Review of the integrated PPE Program into the educational curriculum. It includes hands-on training in community and hospital pharmacies as shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eFinally, the Advanced Pharmacy Practice Education Program. The APPE program is scheduled in the final semester, consisting of 11 contact hours. Although this program is relevant to Pharm D programs, it aligns with SMC accreditation standards, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReview of the integrated PPE Program into the educational curriculum\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBASIC STANDARDS V\u003c/p\u003e \u003cp\u003eCHECKING ITEMS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResponses to queries\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eComments\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eINCLUSION OF COMPLIMENTARY GRADUATION RESEARCH PROJECT\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003cp\u003eThis is considered part of the experiential program.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFinal-year students complete graduation research projects in groups in the final year\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTHE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF KNOWLEDGE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes, the curriculum includes the foundational, clinical, social, and administrative subjects required as a knowledge basis\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThese are pre-requisite subjects for the experiential program\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTHE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF SKILLS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHands-on training allows for the development of needed skills, including:\u003c/p\u003e \u003cp\u003e- community pharmacy of 160 contact hours\u003c/p\u003e \u003cp\u003e- Training in the simulation community pharmacy model to acquire communication skills, problem-solving skills, and patient counseling.\u003c/p\u003e \u003cp\u003e- Students in the hospital participate in clinical rounds, and discuss and present cases.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStudents have no mandatory scheduled training in hospital pharmacy.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTHE ABILITY OF THE PPE PROGRAM TO ALLOW FOR THE DEVELOPMENT AND MATURATION OF ATTITUDES\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eParticipating in hospital clinical rounds, case discussions, and communication with different hospital personnel, allows for the development of professional attitudes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAVAILABILITY OF WELL-TRAINED PRECEPTORS\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThere are preceptors from the faculty staff and collaborative preceptors from the hospital\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePreceptors supervise students\u0026rsquo; training activities\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFORMATIVE AND SUMMATIVE FEEDBACK\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo feedback activities are carried out following experiential activities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eThese are important to ensure training is completed\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTHE INTER-PROFESSIONAL LEARNING ACTIVITIES?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo inter-professional learning activities exist\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe Advanced Pharmacy Practice Education Program (APPE)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBASIC STANDARD VI\u003c/p\u003e \u003cp\u003eCHECKING ITEMS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResponses to queries\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eComments\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eINCLUSION OF THE EXPERIENTIAL PROGRAM OF ADVANCED PHARMACY PRACTICE EDUCATION\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes 11 contact hours of APPE activities were scheduled in Semester 10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAPPE program is relevant to the Pharm D degree and not the Bachelor Pharmacy degree\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eSudan is among the pioneer countries in pharmacy education within the region, with a rapidly expanding number of pharmacy schools and colleges. However, despite their enormous growth, to date, none of these institutions have achieved accreditation from the Sudan Medical Council (SMC), the national body responsible for accrediting medical, dental, and pharmacy schools in the country. The SMC developed the accreditation standards for pharmacy schools in Sudan in 2018, under the guidelines of the ACPE accreditation program \u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThis survey is, to the best of my knowledge, the first of its kind in Sudan. It offers a descriptive and exploratory examination of the experiential education part within the curriculum of the Faculty of Pharmacy at the University of Gezira.\u003c/p\u003e \u003cp\u003eWith advanced Pharmacy education and the need to produce skillful pharmacists capable of implementing pharmaceutical care, experiential education becomes a crucial component. Consequently, the various countries need to explore how to map and reform the educational curricula of pharmacy schools and integrate experiential activities relevant to their context and societies.\u003c/p\u003e \u003cp\u003eThis can be well achieved by bridging the gap through the identification of local challenges and finding solutions to them, especially in developing countries with inadequate healthcare infrastructure and backdated educational curricula. However, these countries may benefit from other similar countries to see how they have addressed the challenges in education and healthcare delivery systems. Examples of studies like a review of several developing countries' identified barriers and suggested solutions to overcome \u003csup\u003e\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e, The study by the International Pharmaceutical Federation (FIP) to develop a competency framework and to test the association between science and practice \u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e, and the identification of challenges to experiential education in Nigeria \u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe main findings of the studied experiential program, suggest that the curriculum is well-positioned to support the development of a robust experiential education program that aligns with the national and international accreditation standards. It includes essential prerequisites in biomedical, pharmaceutical, social sciences, administrative, and clinical subjects, emphasizing the growing necessity of incorporating hands-on training to fulfill the accreditation requirements.\u003c/p\u003e \u003cp\u003eThe curriculum\u0026rsquo;s integration of pharmaceutical sciences with practical training nurtures critical thinking and clinical reasoning. However, challenges remain, such as inadequate hospital pharmacy training, insufficient structured supervision, and limited opportunities for collaborative learning. Furthermore, revising the curriculum and practice regulations is hindered by legal, cultural, and logistical barriers \u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe curriculum begins with a discipline-based approach in the first two years, transitioning to an integrated model in the final three years. The early focus on basic pharmaceutical sciences lays a solid foundation, enhancing students\u0026rsquo; understanding of clinical sciences \u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e. The integrated approach in the latter years helps students make connections across subjects, corresponding to the fourth step of Harden\u0026rsquo;s integration ladder \u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe 15 integrated pharmaceutical science courses are taught through active learning delivery methods, linking clinical care to foundational sciences. This method combines pharmaceutical, social, administrative, and clinical sciences, and fosters integrative learning \u003csup\u003e\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eFor example, when teaching about Central Nervous System (CNS) disorders, pharmacology covers drug mechanisms and pharmacokinetics, medicinal chemistry explains molecular interactions, and pharmacotherapy addresses clinical applications and drug selection. Social and administrative sciences then explore social health determinants and non-pharmacological interventions as in Harden\u0026rsquo;s integration principles \u003csup\u003e\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe curriculum employs a variety of teaching and assessment methods, including traditional lectures, case discussions, seminars, tutorials, assignments, simulations, role-playing, and research projects. These methods cater to diverse learning styles, incorporating technology, group work, individual study, and experiential learning. This aligns with the idea that experiential teaching should be driven by student learning outcomes and innovative methods \u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eSelf-directed learning is encouraged through assignments, seminar preparation, clinical cases, and graduation projects. The curriculum blends passive and active learning approaches, balancing teacher-centered and student-centered strategies \u003csup\u003e\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eAssessment methods are designed to complement the teaching strategies. Formative assessments include clinical round participation, case discussions, seminar presentations, and assignments, while summative assessments are based on students\u0026rsquo; attendance, mid-semester, and final exams. Learning outcomes are evaluated through group case discussions, seminars, simulation sessions, Objective Structured Clinical Exams (OSCEs), assignments, and graduation projects.\u003c/p\u003e \u003cp\u003eTo ensure students acquire the necessary skills, assessment, and feedback must be integrated into the educational program, which is crucial for guiding student learning \u003csup\u003e\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eThe program ensures the application and demonstration of knowledge, skills, and attitudes. Knowledge is built through foundational courses, while skills are developed through practical training in laboratories, simulations, and community pharmacies. Hospital training, including participation in clinical rounds, helps students cultivate professional attitudes and communication skills by interacting with patients, caregivers, and healthcare providers. This approach aligns with the need to maintain knowledge application across the three educational domains: knowledge, skills, and attitudes \u003csup\u003e\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e \u003cp\u003eStudents engage in various experiential activities throughout the third, fourth, and fifth professional years, with total contact hours likely exceeding the 5% required for introductory pharmacy practice education (IPPE) according to Akel and colleagues\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e. It is worth mentioning that the program schedules an APPE program of eleven contact hours which are not relevant to the Bachelor's degree of pharmacy, although required by the SMC accreditation standards.\u003c/p\u003e \u003cp\u003eNonetheless, certain areas require improvement to enhance the experiential program. For example, the absence of structured hospital pharmacy training is a significant gap. Hospital pharmacy training is crucial for experiential education and should encompass patient counseling and drug monitoring to optimize patient outcomes \u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e. Experiential training should also be evenly distributed between hospital and community pharmacies, ensuring students receive comprehensive training in outpatient and inpatient pharmacies, drug information departments, and community pharmacies \u003csup\u003e\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e\u003c/sup\u003e. Furthermore, experiential education must be curriculum-related and supervised to ensure skill acquisition \u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e. Another area for enhancement is the inclusion of collaborative and inter-professional learning within the experiential education program, which is essential for meeting accreditation requirements set by the SMC \u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u003c/sup\u003e.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe University of Gezira\u0026rsquo;s pharmacy curriculum demonstrates significant potential in integrating experiential education with didactic learning. The program effectively incorporates essential pharmaceutical sciences and provides opportunities for practical application. Nevertheless, to strengthen the experiential component, the curriculum should enhance hospital pharmacy training, ensure structured supervision in community settings, and promote collaborative learning and inter-professional interaction. By addressing these areas, the program can better meet the SMC accreditation criteria and prepare students for effective pharmaceutical care.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e \u003cp\u003e\u0026bull; Ethical approval No EA248000097 was obtained from the Ethical Committee of the Educational Development Center (EDC) of the Sudan Medical Specialization Board (SMSB) on 21 /9/2022.\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eConsent for publication\u003c/h2\u003e \u003cp\u003e\u0026bull; (Not applicable)\u003c/p\u003e \u003c/p\u003e\u003cp\u003e \u003ch2\u003eCompeting interests\u003c/h2\u003e \u003cp\u003eThe authors of the manuscript declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e \u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e \u003cp\u003e\u0026bull; This is to declare that the research entitled: \u0026lsquo;\u0026rsquo;Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan\u0026rsquo;\u0026rsquo; was conducted without external funding.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA) Randa Alsadig Almahdi, B) Ahmed Hassan Arbab, C) Maha Mirghany Maatoug, Author (A) is the principal investigator, who designed the method and discussed the findings and wrote the main manuscript text.Author (B) supervised the research work, and author (C ) was the authenticated primary information source from the Faculty of Gezira who provided information about the curriculum. The three authors reviewed the manuscript, accepted responsibility for the entire content of this manuscript, consented to its submission to the journal, and approved the final version of the manuscript.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eWe want to express our full gratitude to Dr Mohammed Abdelrahamn, Dean of the faculty of pharmacy at the University of Gezira-Madani, for his generosity in responding to our request to execute this research work.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData are available upon request, and are not publicly available for technical issues.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eS\u0026aacute;nchez AM. Teaching patient-centered care to pharmacy students. 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Experience and future of introductory pharmacy practice training in developing countries: example of Saudi Arabia. Am J Pharm Educ. 2012;76(10):205. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5688/ajpe7610205\u003c/span\u003e\u003cspan address=\"10.5688/ajpe7610205\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Pharmacy education, experiential education, introductory pharmacy, experiences Pharmacy, accreditation","lastPublishedDoi":"10.21203/rs.3.rs-5311699/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5311699/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cb\u003eBackground\u003c/b\u003e\u003c/p\u003e \u003cp\u003eFully recognizing the pivotal role of experiential pharmacy education, the current educational curriculum of the Faculty of Pharmacy, University of Gezira, Sudan was reviewed to check for integrating experiential activities to align with the national accreditation standards. The study aims to identify the strengths and weaknesses of the experiential component of the curriculum and to check its suitability to meet the standards of the national accreditation criteria.\u003c/p\u003e\u003cp\u003e\u003cb\u003eMethods\u003c/b\u003e\u003c/p\u003e \u003cp\u003eEmploying a descriptive approach, we borrowed the self-study checklist questions of the basic standards of the educational program domain of the national accreditation program, relevant to the experiential component. Namely, these are basic Standards III (design, delivery, and oversight), Standard IV (the practice experience of the educational program, the introductory pharmacy practice education IPPE), and Standard VI ( the advanced pharmacy practice education APPE).\u003c/p\u003e\u003cp\u003e\u003cb\u003eResults\u003c/b\u003e\u003c/p\u003e \u003cp\u003eKey findings highlight a semi-competency-based curriculum transitioning from discipline-based to integrated pharmaceutical sciences, incorporating IPPE and APPE components. The study identifies strengths in integrating practical training but notes gaps in structured supervision, hospital pharmacy training, collaborative learning, and interprofessional education. Addressing these gaps could enhance the program's alignment with accreditation standards, ultimately improving the quality of experiential education and preparing students for effective pharmaceutical care.\u003c/p\u003e\u003cp\u003e\u003cb\u003eConclusion\u003c/b\u003e\u003c/p\u003e \u003cp\u003eThe studied experiential program effectively incorporates essential pharmaceutical sciences and provides opportunities for practical application. However, the curriculum should enhance hospital pharmacy training, ensure structured supervision in community settings, and promote collaborative learning and inter-professional interaction to strengthen the experiential component.\u003c/p\u003e","manuscriptTitle":"Integrating Experiential Education into Pharmacy Curriculum in a Public Pharmacy School in Sudan","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-31 17:50:58","doi":"10.21203/rs.3.rs-5311699/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"30d021e8-719b-4b45-90ae-b6693fc1967d","owner":[],"postedDate":"October 31st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-01-08T14:35:13+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-31 17:50:58","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5311699","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5311699","identity":"rs-5311699","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}