Student and Graduate Perceptions Regarding Canadian-based Accreditation of a Pharmacy Program in Qatar

• Published in: American journal of pharmaceutical education Vol. 83; no. 6; pp. 6805 - 1273
• Main Authors: Wilby, Kyle John, Alamri, Maha, Monfared, Saba
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.08.2019; American Association of Colleges of Pharmacy; Elsevier Limited; American Journal of Pharmaceutical Education
• Subjects: Accreditation; Career development; Career opportunities; Councils; Curricula; Curriculum; Data Analysis; Education; Educational Environment; evaluation; Focus groups; Higher education; Individualized Instruction; Influence; Information management; Medical care quality; Objectives; Outcomes of Education; Patients; Perceptions; Pharmaceutical Education; Pharmacy; Physicians; program evaluation; qualitative; Research methodology; Students; Canada; Qatar; Mexico; Turkey; United States > US; Philippines; evaluation; accreditation; program evaluation; qualitative
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe6805

Objective. To determine student and alumni perceptions of a Canadian-based pharmacy degree accreditation in a Middle Eastern setting and to explore the impact on patient care practices. Methods. Current and former Doctor of Pharmacy students from Qatar University were recruited to participate in the study. Three focus groups were conducted with a total of 14 participants (39% of total population). Focus group discussions were recorded and transcribed verbatim. Transcripts were coded using a bottom-up, grounded theory approach to identify overarching themes related to the study objectives. Results. Data analysis of participants’ comments revealed three key themes regarding university accreditation by an international organization: influence on education, influence on patient care, and influence on the individual. Overall, participants responded positively toward international accreditation, as it was perceived to ensure the quality of education by meeting international standards, improve patient care through clinical training, and provide greater individual career opportunities through reputability. Participants responded negatively toward some aspects of accreditation: it was perceived to increase student workload, lacked recognition and did not result in differentiation in job-related duties, and was perceived to be the reason for training gaps related to culture and language within the accredited curriculum. Conclusion. Participants perceived international accreditation positively for its influence on education and patient care; however, some misconceptions and negative perceptions existed regarding its influence on the individual practitioner.