Let external stakeholders be your guide to curricular revision

Andrea L. Porter, Edward C. Portillo, Casey E. Gallimore, Joseph A. Zorek, Susanne G. Barnett

Research output: Contribution to journalComment/debatepeer-review

2 Scopus citations


Schools and colleges of pharmacy undertake curriculum revisions for a variety of reasons ranging from the reactionary (eg, responding to changes in practice patterns, accreditation standards) to the proactive (eg, striving for innovation and excellence). Continuous quality improvement processes and published curriculum models, both described in this commentary, should be used to guide revision processes. Equally important is engaging the expertise of external stakeholders. While there may be challenges to incorporating external stakeholders in a curriculum revision process, their perspectives and knowledge can contribute to a more robust result, often in unexpectedly positive ways. Logic modeling is one mechanism to structure this approach, maximize the utility of external stakeholders, and strengthen the overall curriculum revision process. Regardless of the size of the revision, a good rule of thumb is to engage external stakeholders at the outset and to let their expertise be your guide.

Original languageEnglish (US)
Article number8021
Pages (from-to)1057-1060
Number of pages4
JournalAmerican journal of pharmaceutical education
Issue number8
StatePublished - Aug 1 2020


  • Continuous quality improvement
  • Curriculum revision
  • Logic model
  • Stakeholders

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • Pharmacology, Toxicology and Pharmaceutics(all)


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