title: Using Bourdieu's Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge.
abstract: OBJECTIVE
  To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework.
  
  
  METHODS
  Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience.
  
  
  RESULTS
  The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus.
  
  
  CONCLUSIONS
  A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.
authors.affiliation: De Montfort University Leicester School of Pharmacy, Leicester, United Kingdom.
authors.forename: Jon
authors.initials: J
authors.lastname: Waterfield
mesh_terms: D001291:Attitude of Health Personnel; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods* / Q000458:organization & administration; D005178:Faculty; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007407:Interviews as Topic; D017145:Models, Educational; D010465:Perception; D036301:Qualitative Research; D012580:Schools, Pharmacy / Q000458:organization & administration; D013663:Teaching / Q000379:methods* / Q000458:organization & administration; D006113:United Kingdom
keywords: Bourdieu; curriculum; integration; knowledge