Using ‘Best Worst Choice’ Methodology to Prioritize Pharmacy Practice Skills Teaching During Curricular Reform

Abstract

Objective. Curricular reform should be informed by many sources, including stakeholder feedback. The objective of this study was to employ Best-Worst scaling to prioritize practicing pharmacists’ feedback for pharmacy practice skills inclusion in a new curriculum for pharmacy students in New Zealand.

Methods. A best-worst choice survey was informed by a literature search and review of pharmacy curricula for inclusion of pharmacy practice skills. A total of 16 skills were included in the final survey. The survey was sent to registered pharmacists and intern pharmacists in New Zealand for prioritization of all included skills.

Results. A total of 388 pharmacists responded to the questionnaire. Comprehensive chronic disease management, specialty medications, and medicines use review were the top three prioritized skills. Injections, independent prescribing, and specialty compounding were the least prioritized skills. Gender, age, setting, and ethnicity were found to influence skill prioritization.

Conclusion. The use of best-worst choice scaling found practicing pharmacists in New Zealand emphasize skills required for current practice and de-emphasize skills that may be required for emerging professional responsibilities. Results support the notion that if curricular reform is to include new skills that are largely unfamiliar (or deemed unimportant) by practicing pharmacists, quality assurance of students’ experiential experiences paired with preceptor education about the expectation of students’ skill sets must be adequately developed and addressed, in order to ensure students are provided opportunities to practice their full range of skills and receive fair assessment.