title: Concept mapping to evaluate an undergraduate pharmacy curriculum.
abstract: OBJECTIVE
  To explore a pharmacy school curriculum for opportunities for student engagement and to determine how these might shape student identity as pharmacists.
  
  
  METHODS
  The learning aims and objectives and methods of assessment from the curriculum of a bachelor of pharmacy (BPharm) program were collected and a concept map was generated. The concept map was interpreted using Barnett and Coates' curricular domains of knowing, acting and being.
  
  
  RESULTS
  The key concepts within the intended curriculum that were identified from the concept map were drugs, pharmacy, understanding, practice, and skills. Concepts such as patient and consumer, which would indicate a patient-centered approach to the curriculum, were limited. The main form of assessment used in the curriculum was multiple-choice and short-answer examinations.
  
  
  CONCLUSIONS
  There was an emphasis in the curriculum on student acquisition of knowledge and this was reinforced by the use of theoretical examinations. The content of the curriculum was drug-centered rather than patient-centered and the emergence of students' identity as pharmacists may be fragmented as a result.
authors.affiliation: School of Pharmacy, The University of Queensland, Australia. c.noble2@uq.edu.au
authors.forename: Christy
authors.initials: C
authors.lastname: Noble
authors.forename: Mia
authors.initials: M
authors.lastname: O'Brien
authors.forename: Ian
authors.initials: I
authors.lastname: Coombes
authors.forename: P Nicholas
authors.initials: PN
authors.lastname: Shaw
authors.forename: Lisa
authors.initials: L
authors.lastname: Nissen
mesh_terms: D001315:Australia; D003210:Concept Formation; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D010595:Pharmacists / Q000458:organization & administration; D013339:Students, Pharmacy / Q000523:psychology*