phd of pharmacy in canada

Université de Montréal / Faculté de pharmacie

• Graduate Programs
• Doctor (PhD) of Pharmaceutical Sciences

PhD in Pharmaceutical Science

Passionate about drug research and discovery, and the study of drug usage?

PhD candidates will acquire relevant skills by conducting an original research project and become full-fledged researchers. This program prepares students to a career in an academic, industrial, or governmental setting. A significant portion of the program is dedicated to conducting research activities under the supervision of a thesis supervisor.

Program Overview

The PhD in Pharmaceutical Sciences consists of 90 credits with 84 credits awarded to research activities and drafting and defending a thesis. The six remaining credits are awarded for courses.

Five concentrations are available:

• Medicinal chemistry
• Medications and population health
• Pharmacology
• Pharmaceutical technology

For more information, please see the program leaflet, as well as the program description, structure, and course listing in the prospective students’ website  (In French only) .

Admission and Requirements

Applicants to the PhD program must meet the following criteria:

• Meet the general conditions of eligibility listed in the Academic Regulations of the Faculty of Graduate and Postdoctoral Studies .
• Hold a Master in Pharmaceutical Sciences (with thesis) or a degree deemed equivalent.
• Have maintained a grade point average of 3.3/4.3 or equivalent during the master’s program.
• Possess a good understanding of French and English.

Admissions Department – Université de Montréal Phone: 514 343-7076 or 1-866-977-7076 Fax: 514 343-5788 Email:   [email protected] Website:  admission.umontreal.ca For more information on the graduate programs in pharmaceutical sciences: Phone : 514 343-6111, poste 6467 Email:  [email protected]

When setting your preferences, you disabled the cookies allowing the chat bubble. If you wish to view it, enable the functionality cookies.

You can also find the answers you’re looking for by contacting us .

• Undergraduate programs
• Graduate programs
• Understanding the types of programs
• Programs offered next semester
• Programs open to English-speaking students
• Administration and Management Sciences
• Arts and Music
• Communication
• Economics and Politics
• Environment and Sustainable Development
• Environmental Planning and Design
• Fundamental and Applied Sciences
• Health Sciences
• Information and Communication Technologies
• Individualized programs
• Life Sciences
• Literature and Languages
• Social Sciences
• Social Sciences and Social Action
• Teaching and Education Sciences
• Theology and Religious Sciences

Find your path

Discover programs based on your areas of interest

Test your compatibility with our study programs

• Make an informed choice
• Verify eligibility conditions
• Respect official deadlines
• Obtain recognition of prior learning
• Submit an application
• Change program
• Pay the application fees
• Submit supporting documents
• Access the Centre étudiant
• Track your application in the Centre étudiant
• Modify the application
• Receive a response
• Request admission reconsideration
• Plan your next steps
• Quebec student
• Canadian student (outside of Quebec)
• International student

Can't find what you're looking for?

• Live campus life
• Explore student services
• Join our team of ambassadors
• Innovate through research

Hints, tips and advice to keep you on track

• Download our admission brochure
• Financing your studies at UdeM
• Find your research supervisor
• Find your ideal program with Affiniti
• Find your path with Career Quiz
• Get help with French
• Upcoming events
• You don't have an account?
• Create your account

Langue/language

Faculty of Medicine

PhD in Pharmacology

Graduate 3-520-1-0

Bon à savoir! Ce programme s’adresse autant aux francophones qu’aux anglophones. Consultez la fiche descriptive en français pour en savoir plus.

Contribute to the advances in knowledge in the general field of pharmacology or related to neuropharmacology, pharmacogenomics, molecular pharmacology, cardiovascular integrative pharmacology, or clinical pharmacology.

About this program

Develop expertise in scientific research in pharmacology.

Become an independent researcher with in-depth knowledge of pharmacology and the related sciences. With this cutting-edge training, you will build the skill set to develop an original research hypothesis and describe the method used to experimentally validate it. You will also be able to conduct an original research project, present your research findings at scientific symposia, and be published in prestigious journals.

Language accommodations

Although Université de Montréal is a French-language university, many of our research departments are open to creating a bilingual environment for students in graduate-level programs. These departments are aware of the importance of bilingualism in order for graduate students to succeed in their research careers.

Students who are proficient in English are therefore welcome and accepted into graduate-level programs.

The Department of Pharmacology provides a number of accommodations to make you feel comfortable and help you fulfill the requirements of the program even if French is not your main language of study:

• Choice of writing exams in French or English.
• Choice of taking the comprehensive exam in either French or English.
• Choice of writing your doctoral thesis or dissertation in French or English.

All laboratories are offered in a bilingual environment. Above all, staff in the program are available to help and support you throughout your studies.

Courses and specifics

For contact information on the program director or student file management technician, or to find out more about the faculty or department hosting the program, please see the page in French .

• Dissertation or thesis track

Admission requirements

Be sure to select your choices to display the eligibility conditions that apply to you.

Costs and financial aid

$2,117.74 *

Total for a full-time session of 15 credits

Tuition fees: $1,483.65

Other fees: $634.09

These amounts are estimates and do not account for other expenses, such as costs for insurance, residence, transportation, manuals, etc.

Check your legal status

* These estimates cannot at any time subsitute for an invoice or be used as proof for any reason whatsoever. These calculations are based on the 2024-2025 academic year. Information updated: June 5, 2024

Good news! You may be able to lower this amount!

Under certain conditions, Canadian students who are not residents of Quebec can follow university study programs offered in French while benefiting from the same tuition fees as residents of Quebec.

Check eligibility criteria

$9,753.94 *

Tuition fees: $9,119.85

As an international student, you have access to exemption scholarships granted by UdeM throughout your university program. Note that for ungraduated programs, you must be enrolled as a full-time student for two sessions and reside in Quebec in the case of exclusively online study programs.

Find out about the UdeM exemption scholarship

Available financial assistance

Directory of scholarships or financial aid available for students in the Department of Pharmacology and Physiology (page in French)

Funding offered to students, all programs combined

Funding offered for doctoral programs 

Scholarships and mobility funding programs offered to students from the Université de Montréal who wish to study abroad

Scholarship program for exemption from additional tuition fees for international students

Future prospects Pursuing a career or further studies? The choice is yours!

Quickly secure a job in an academic, industry, or health- and drug-related government setting.

Need info on the program?

Let us inspire you, research activities.

Get a head start by discovering what's been written on the topic.

Need info on admissions, programs to explore more choices at your fingertips.

Applicants interested in this program also applied to the following programs:

Report a change (internal usage)

The University of Manitoba campuses are located on original lands of Anishinaabeg, Ininew, Anisininew, Dakota and Dene peoples, and on the National Homeland of the Red River Métis. More

What are you looking for?

• Digital viewbook
• Undergraduate admissions
• Graduate admissions
• Extended Education
• Indigenous students
• Financial Aid and Awards
• Apply to UM
• Experiential Learning
• Faculties, colleges and schools

Academic Calendar

• Registrar's Office
• Undergraduate programs
• Graduate programs
• Extended Education programs
• Opportunities and support
• Research Chairs
• Centres and institutes
• Partnerships and Innovation
• Awards and recognition
• International Centre
• ResearchLIFE
• Academic supports
• Career Services
• Get involved
• Student health and wellness
• Military Support Office
• Respectful conduct
• Student services at Bannatyne campus
• Accessibility for students
• Indigenous community
• Arts and Culture
• Sport and Recreation
• Administration

Our campuses

• The UM brand
• Facts and figures

University of Manitoba

University of Manitoba Winnipeg, Manitoba Canada, R3T 2N2

Pharmacy (PhD)

As a student in the Doctor of Philosophy (PhD) in Pharmacy program, you’ll be able to specialize and advance your own research in modern, well-equipped labs alongside world-class researchers. As a graduate, you’ll have career options in higher education, the pharmaceutical industry and public/private research institutes.

Program details

Admission requirements.

• College of Pharmacy • Rady Faculty of Health Sciences • Faculty of Graduate Studies

• PhD in Pharmacy

Expected duration

Study with us, flexible future.

Pharmacists are in demand not only in the retail sector, but also in research, government and health care. Chart your own path and create a work-life balance that’s right for you.

Advancing medicine through research

From building molecules to form new drugs to researching public health issues affecting patients around the globe, College of Pharmacy faculty are helping advance medicine on countless fronts. Help shape the future of pharmacy with world-class researchers at the Apotex Centre, our state-of-the-art facility.

The College of Pharmacy is a tight-knit community of students, faculty and researchers. Working with experienced faculty prepares students for careers of their own, delivering the same high level of care and rigorous research practises they learned from their mentors.

Discover our financial supports

Numerous scholarship and bursary opportunities are available to students in the College of Pharmacy and the Faculty of Graduate Studies to help support your studies.

Graduate programs at the College of Pharmacy give you access to world-class researchers in a state-of-the-art facility. With few mandatory electives, you’ll have the flexibility to create a program that meets your needs and suits your interests.

Expected duration: 4 years

Tuition and fees:  Tuition fees are charged for terms one and two and terms four and five. A continuing fee is paid for term three, term six and each subsequent term. (Refer to Graduate tuition and fees .)

This program is comprised of both research and coursework, culminating in a doctoral thesis.

Your coursework may take place at the beginning of your program; however, it will depend on the availability of courses offered. Students require approval from their advisor when selecting courses.

• Complete advisor-student guidelines
• Completion of 12 credit hours
• Complete mandatory academic integrity and research integrity tutorials
• Attend the pharmacy seminar course during each year you are registered as a full-time student
• Maintain a minimum grade point average of 3.0 to continue

For full course descriptions, please visit the Academic Calendar .

Research 

Research components begin early and continue throughout your program. You will need to complete the following steps:

• Establish thesis topic with advisor
• Completion of research proposal (~12 month milestone)
• Completion of candidacy exam (~ 24 month milestone)
• Obtain other approvals as required (ie ethics)
• Conduct research
• Complete yearly progress reports

All PhD students will complete an oral examination to defend their thesis. You will complete the following steps:

• Submit thesis for evaluation by the advisory committee
• Have committee complete approval to proceed to Ph.D. thesis examination
• Submit thesis to Faculty of Graduate Studies for distribution to examining committee and external examiner
• Complete oral examination and public defence of thesis
• Final report submitted to Faculty of Graduate Studies

The following are minimum requirements for entry into the Pharmacy PhD program. Meeting these requirements does not guarantee acceptance into the program.

To qualify for admission to the Doctor of Philosophy (PhD) in Pharmacy, you must meet the following criteria:

• Master's Degree: A Master of Science degree in Pharmacy or a related field from a recognized university.
• GPA: A cumulative GPA of at least 3.0 on a 4.5 scale, based on the last 60 credit hours (or two full years or equivalent) of university study.

Program Advisor: A faculty member who agrees to serve as your program advisor. Review our list of advisors accepting graduate students and check their profiles to ensure your research interests align. When contacting a potential advisor, include:

• CV or resume
• Academic transcripts from any post-secondary institutions
• Descriptions of previous research or teaching-related experience

If you do not receive a response after several inquiries, it may indicate that the advisor is not pursuing further conversation.

In addition to the admission requirements described here, all applicants must meet the minimum  admission and English language proficiency requirements of the Faculty of Graduate Studies .

Transferring from a master's program

In some circumstances, students enrolled in the Master of Science in Pharmacy Program at UM can transfer into the PhD program. 

• Learn more about transferring from the Pharmacy MSc

How to apply

Applications for the Pharmacy PhD program are accepted for:

To apply, you must complete the application online and include:

• Application fee (non-refundable)
• Unofficial copies of transcripts
• Two letters of recommendation: Must be requested within the application
• Statement of agreement: With a proposed advisor who has agreed to serve as your advisor
• Proof of English language proficiency: If required

Important : Please read the Faculty of Graduate Studies online application instructions before starting your application.

Application deadlines

Applications are reviewed on a  rolling basis .

Applications open   up to 18 months prior  to start term.

Canadian and US applicants

International applicants

Start or continue your application

Applicants must submit their online application with supporting documentation and application fee by the deadline date indicated.

Pharmacy faculty and graduate students are helping advance medicine on countless fronts.

Scholarships and awards

Pharmacy students are eligible for department-specific as well as university-wide funding opportunities.

Tuition and fees

Learn about the tuition and fee requirements associated with graduate studies at UM.

Explore program requirements and detailed descriptions for required and elective courses throughout the Pharmacy programs.

Explore the College of Pharmacy

A prescription is just the first step to better health. Pharmacists also provide the advice, knowledge and support patients need to use their medication safely and effectively. At the College of Pharmacy, our mission is to lead transformative pharmacy education, research and service.

• Student experience
• Research and scholarly activity
• Community and partners
• Faculty and staff

Explore the Faculty of Graduate Studies

Discovery happens here. Join the graduate students and researchers who come here from every corner of the world. They are drawn to the University of Manitoba because it offers the opportunity to do transformational research.

• Funding, awards and financial aid
• Graduate student experience

Keep exploring

Discover more programs

With over 140 graduate programs across multiple faculties, schools and colleges, the University of Manitoba offers more learning, teaching and research opportunities than any other post-secondary institution in the province.

• Master of Science in Pharmacy (MSc)
• Doctor of Pharmacy (PharmD)

Join the students and researchers who come here from every corner of the world.

What it's like to be a UM student

Be adventurous, challenge yourself and make a difference.

Opportunities for Indigenous students

Experience a world-class education in the heart of Canada.

Why international students study with us

We offer state of the art facilities with 140 years of history.

Admission and application inquiries

Faculty of Graduate Studies Room 500 UMSU University Centre 65 Chancellors Circle University of Manitoba (Fort Garry campus) Winnipeg, MB R3T 2N2 Canada

[email protected] Phone: 204-474-9377

Monday to Friday 8:30 a.m. to 4:30 p.m.

Program inquiries

College of Pharmacy, Rady Faculty of Health Sciences 143 Apotex Centre 750 McDermot Avenue University of Manitoba (Bannatyne campus) Winnipeg, MB  [R3E 0T5]

[email protected] Phone:  204-474-9306 Fax:  204-789-3744

PhD Program

The Ph.D. program in Pharmacology aims to equip students with a comprehensive understanding of pharmacology, while allowing you to gain specific expertise in your areas of interest. Through rigorous coursework and hands-on research, you will build on your knowledge of pharmacology, develop critical thinking skills, carryout and interpret investigations, and produce publishable findings.

Required Courses and Modules (Post-202409 Entry)

With the exception of thesis research and ongoing research seminars (e.g., PCL1003Y), all program requirements must be completed within the first three (3) years of registration in the program (four (4) years for direct-entry students).

Required Courses

• PCL3000Y: Foundational Pharmacology Principles (must be completed in the first year of registration)
• PCL3001H: Pharmacology Research and Communication Skills
• PCL3002H: PhD Research Proposal
• PCL1003Y: Seminars in Pharmacology
• 1.25 FCE Secondary Subject - Students' advisory committee should help the students determine the secondary course(s).
• Any other graduate course(s) required by a Collaborative Specialization  or as recommended by your Ph.D. Supervisory Committee

Required Courses and Modules (Pre-202409 Entry)

• PCL1002Y: Graduate Pharmacology (must be completed in the first year of registration)
• Full Minor course: A full (Y) graduate course equivalent (outside your main area of research) must be taken as a minor subject. Students should submit a Ph.D. Minor Course Form to the Graduate Coordinator for approval before attempting to fulfil this requirement.

Breadth Modules / Tutorials

Ph.D. students must complete four (4) breadth modules/tutorials in specialized areas of Pharmacology unrelated to your specific research interest.

You should select your modules in consultation with your supervisor and supervisory committee members within the first eight months of your Ph.D. program. These should be recorded on the  Ph.D. Planned Module Sessions form .

A half course (which is IN ADDITION to your required minor subject) outside of your major research area may be substituted for one of the breadth modules. Prior approval of the supervisor, supervisory committee and Graduate Coordinator is required.

You should submit a Ph.D. Module Completion form for each module completed.

First Year Seminar

All Ph.D. students entering directly from an undergraduate program or without prior screening must present a seminar after one year in the program. The seminars are typically scheduled from October-December. Your presentation should not exceed 15 minutes (15-20 slides). A 10 minute question and answer period will follow your presentation. If  your thesis research is still in its early stages, your seminar can focus on scientific thought and rationale, including any preliminary data and the challenges you are facing.

It is mandatory for your supervisor and highly recommended for your Ph.D. Committee members to attend. Additionally, three Graduate Faculty Members will be present to offer feedback. The Seminar, along with the Supervisory Committee Report, will be used by the Graduate Education Committee to assess your progress and determine your suitability to continue in the Ph.D. program.

Mid-Point Seminar

Typically scheduled during May or June of your third year, the Mid-Point Seminar gives you an opportunity to become familiar with the expectations for the defense. You will be required to give a 30 minute presentation of work in progress or of particular projects or sets of experiments that have been completed. A 10-minute question and answer session will follow your presentation. The Graduate Office will schedule the seminar around the dates your supervisor and supervisory committee members are available.

Students may opt to have their participation in the oral presentation component of the annual Visions in Pharmacology (VIP) student research day count towards their Ph.D. Midpoint Seminar. If you wish to do this, you must first ensure that your supervisor and most (if not all) of your Supervisory Committee members are available to attend.

Exit Seminar

The Ph.D. Exit seminar is usually given 2-3 months prior to the Final Oral Examination and follows this format: 

• 10 minutes: General introduction to help attendees understand the research topic
• 20 minutes: Presentation on core material (similar to what you will present at your final oral examination)
• 5 minutes: Future plans and perspectives
• 15 minutes: Question and Answer period

This seminar must be completed before plans can be made for the final oral examination. When choosing a date, please ensure that your supervisor and all (or a majority) of your supervisory committee members can attend.

Monitoring Student Progress

The School of Graduate Studies sets clear  guidelines for monitoring the progress of Ph.D. students . Each student involved in the Ph.D. program is required to produce a thesis with results worthy of publication, demonstrating original research. 

Supervisory Committee

Within six months of registration, every Ph.D. student must have an approved Supervisory Committee  in place, selected by you and your thesis supervisor. The committee typically includes the thesis supervisor and two or three additional members. An external member from outside the Department, or exceptionally from outside the University, may also be included. Any changes to the committee must be approved by the Graduate Coordinator.

The Supervisory Committee is responsible for evaluating your progress and reporting annually on the directions and prospects of your program. This written annual  Ph.D. Supervisory Committee Report (Post-202409 Entry) ; Ph.D. Supervisory Committee Report (Pre-202409 Entry)  is a condition for re-registration in September for the next academic year and receipt is closely monitored by the Graduate Coordinator.

One-Year Progress Report

Within one year of entry into the Ph.D. program, and normally during the first meeting of the Committee, you must present a written report on your Ph.D. project to the Committee. This report should include a critical literature review and a clear outline of the proposed investigation, its objectives and research plan. The format should resemble a CIHR-style operating grant application (about 10 pages of text plus references, tables, and figures). The Committee will assess the report and may suggest modifications or even program suspension. The progress report, along with the  Ph.D. Supervisory Committee Report (202409 Entry) ; Ph.D. Supervisory Committee Report (Prior to 202409 Entry) , must be submitted to the Graduate Office.

Progress Reports in Subsequent Years

In each following year, you should prepare a concise progress report for the Supervisory Committee summarizing the developments since the previous meeting and the remaining items to be accomplished for program completion. This report should also be forwarded to the Graduate Office. The final committee meeting must involve a decision regarding the organization of your thesis, and the committee report must include an explicit written recommendation that a sufficient body of experimental work has been completed and that preparation of the thesis may proceed.

Review and Continuation

The Graduate Education Committee reviews each candidate's progress and projection for program completion annually. Two consecutive unsatisfactory reports from the Supervisory Committee may lead to recommendation to terminate the student's registration and eligibility.

The Supervisor, any member of the Supervisory Committee, or the student themselves may bring up grievances directly to the Chair and/or Coordinator for resolution.

By maintaining a structured and rigorous evaluation process, we ensure that each Ph.D. student receives the guidance necessary to achieve their academic and research goals.

Ph.D. Thesis Approval

At the final Ph.D. Supervisory committee meeting, the committee decides whether or not a sufficient body of work has been completed and preparation of the thesis may proceed.

At this meeting, or shortly afterward, the Supervisory Committee nominates a Graduate Faculty member to serve as Thesis Reader. The Thesis Reader will be indicated on the final Supervisory Committee Report which must be submitted to the Graduate Office. We would normally expect this individual to be one of the Supervisory Committee members and to be familiar with the candidate's thesis research. The Thesis Reader, along with the Supervisor/Co-Supervisor evaluates the thesis to ensure that it is in a suitable state for distribution to the Final Oral Examination Committee members.   The student then submits a copy of the thesis and the Ph.D. Thesis Approval for Distribution form signed by the Supervisor(s) and Thesis Reader confirming that they have read and approved the thesis. Upon obtaining permission from the Graduate Coordinator, you can proceed to arrange the Final Oral Examination.

The thesis can only be distributed to the External Appraiser and other Final Oral Examination Committee members when permission has been obtained from the SGS Vice-Dean.

Final Oral Examination committee members need to receive a copy of the thesis at least 6 weeks in advance of the examination date. This responsibility rests with the student/supervisor and not the Graduate Office. Ph.D. students are not allowed to contact or deliver a thesis copy to the External Appraiser and must arrange delivery through their supervisor.

Note that the entire thesis material (i.e. text and all tables and figures - whether unpublished or already published) is subject to appraisal and recommendation for revision.

Final Oral Examination

Begin by familiarizing yourself with the Program Completion procedures.

To avoid prejudicing the result of the examination, and to ensure that the defence of the thesis is their own work, the candidate is instructed not to communicate with the External Examiner until the examination is underway. Therefore, it is the supervisor's responsibility to contact the External Examiner to ascertain their willingness to attend the final oral examination. The External Examiner's full CV must also be requested by the supervisor.

To arrange the Final Examination, the Graduate Office must receive the following 8 WEEKS before the Examination:

• Thesis Abstract of not more than 350 words - properly formatted as per SGS regulations;
• Ph.D. Final Oral Examination Committee form - containing ALL of the required information on Pages 1 and 2;
• Full CV of External Examiner (must be obtained by the supervisor - not the student)

Committee Composition for the Senate Oral Examination

The Examination Committee should consist of four to six voting members. If less than four (4) members show up for a scheduled examination, the examination will be cancelled. The Committee must include:

• At least 1 member, but no more than 3 members from the student's Supervisory Committee. Members must hold a Graduate Faculty Membership at the University of Toronto.
• At least 2 examiners who have not been closely involved in the supervision of the thesis. This includes the External Appraiser and other graduate faculty members cross-appointed to Pharmacology or appointed elsewhere within the University.
• Non-voting Chair appointed by SGS. 

The Examination Committee may also include up two (2) non-voting members. These members must be approved by the Vice-Dean, Students.

External Examiners must be:

• External to the University as well as to its affiliated teaching hospitals and their research institutes.
• A recognized expert on the subject of the thesis, an Associate or Full Professor at their home institution, and experienced as a successful supervisor of doctoral candidates through to defense. An Examiner from outside the academic sector must possess the qualifications to be appointed to an academic position at this level.
• At arm’s length from both the candidate and the supervisor(s). Normally, this will exclude anyone who: has served as Ph.D. Supervisor/Supervisee of the Candidate or the Supervisor; or has, in the past six years, been a departmental colleague of the Candidate or the Supervisor, or has collaborated on a research project, scholarly work or publication, with either of them. The Vice-Dean (Students), in considering nominations of External Examiners, will assess whether the nominee is at arm’s length.

The External Examiner is asked by the Department to provide a 1-2 page report with brief, constructively critical and analytical comments two weeks before the scheduled examination. The Appraisal is then forwarded to the candidate and to all Committee members. To avoid prejudicing the result of the examination, and to ensure that the defence of the thesis is their own work, the candidate may not discuss the appraisal with the members of the Examination Committee until the examination is underway.

PLEASE NOTE:  The External Examiner must be available to attend your Final Oral examination either personally or via teleconferencing. If due to extenuating circumstances, the External Examiner cannot attend the Examination, then you must have another voting member of the Graduate Faculty from another Department (e.g., an External Representative) on your Committee. 

The thesis can only be distributed to the External Appraiser and other Final Oral Examination Committee members when permission has been obtained from the SGS Vice-Dean. The Graduate Office will inform the supervisor and student as soon as permission is received.

Oral Defence Procedures

For information on the Final Oral Examination procedures, see  Final Oral Examination Guidelines .

The School of Graduate Studies provides a $100.00 honorarium to all External Examiners/Appraisers and $500.00 towards External Examiner travel/accommodation. Any expenses over and above $500.00 must be borne by the student's supervisor. Students preparing for Ph.D. examinations are advised to consult the Graduate Office in the early stages of planning so as to obtain the necessary documentation and direction.

Postponement of Examinations

An examination may be postponed if more than one negative vote concerning the suitability of the written thesis for defense is received in advance. In this case, only one postponement of an oral examination is permitted.

Adjournment of Examinations

During the examination, more than one negative vote (or abstention) in either the thesis or oral examination category causes the oral examination to be adjourned.

In situations where an examination was adjourned, a reconvened examination is to be held within one year of the adjournment. If the candidate is not successful at the reconvened exam, he/she will be ineligible for further M.Sc./ Ph.D. candidacy at the University.

A thesis defense held after an initial postponement is considered the first attempt at the oral examination [i.e. this is NOT considered a reconvened exam following an adjournment].

Main navigation

• Faculty & Staff
• Research & Initiatives
• Core Facilities & Resources
• Seminars & News
• Koren Mann - Professor and Department Chair
• Undergraduate
• Graduate Studies in Pharmacology and Therapeutics
• Fast-track to PhD

Doctor of Philosophy (Ph.D.) Pharmacology

• Environmental Sciences (MSc/PhD)
• PHAR 700-Level Course Schedule
• Graduate Certificate in Translational Biomedical Science Research
• Financial Aid and Funding
• Pharmacology Research Day (PRD)
• Graduate Association of Pharmacology and Therapeutics Students (GAPTS)

The program is designed to provide students with the opportunity to acquire knowledge in Pharmacology and research methodology, to conduct a research project and analyze data, and to write a thesis. Students will also receive essential training in Research Professionalism, Scientific Communication and Statistics. In addition to the knowledge and skills described, doctoral students will learn to critically analyze scientific literature and to develop and conduct an original research project that will lead to scientific publications. Doctoral Programs are normally completed within five years of a BSc degree or three to four years after an MSc.  

PhD Program Requirements (Students admitted as of Fall 2020)

1 st Year PhD – Registration – Fall 

• PHAR 609 – Research Professionalism for Pharmacologists (1 credit)
• PHAR 712 – Statistics for Pharmacologists (3 credits)

1 st Year PhD – Registration – Winter 

• PHAR 602 – Principles of Pharmacology (3 credits)
• PHAR 610 – Scientific Communication for Pharmacologists (2 credits)
• 700 level requirement: one course mandatory, can be taken later (3 credits)

2 nd Year PhD – Registration – Fall 

• PHAR 701 – Comprehensive Exam (Thesis Proposal)

Total 12 credits

Department and University Information

Pharmacology & therapeutics.

• Welcome to the Department
• A Career in Pharmacology
• Undergraduate Programs
• Graduate Programs
• Our Core Facilities
• Research and Initiatives
• General Resources
• Resources for Graduate Students
• Resources for Undergraduate Students
• News & Seminars
• Graduate Awards
• Undergraduate Awards
• Support The Department
• The School of Biomedical Sciences

• Academic Calendar
• Campus Services
• Faculties & Schools
• Student Service Centre
• UBC Directory

MSc & PhD Degrees

As a graduate student at UBC Pharm Sci, you'll have the opportunity to work alongside our world-class faculty, who are pushing the boundaries of the field of pharmaceutical sciences.

Together, you'll engage in revolutionary research focused on discovering and developing new drugs and therapies—from using genome sequencing to diagnose and manage the treatment of rare genetic diseases, to tackling common health problems such as cancer and diabetes with nanomedicine, to employing the latest genomic screening technologies to generate novel therapeutics for autoimmune disease treatment, and using data and disease simulation modeling to inform childhood asthma prevention policies—the impact you will make is boundless, groundbreaking and transformative.

Why Graduate Studies at UBC Pharm Sci?

Get started

Funding and Awards

Student Experience

Take a look

Career Impact

Discover more

Faculty of Pharmaceutical Sciences

2405 Wesbrook Mall Vancouver, BC Canada V6T 1Z3 [email protected]

• Find us on Facebook
• Follow us on X
• Watch us on Youtube
• Connect with us on Linkedin
• See us on Instagram

Subscribe to news

UBC Campuses

• Emergency Procedures |
• Terms of Use |
• UBC Copyright |
• Accessibility

• View your wishlist
• Share on Facebook
• Share on LinkedIn
• International Pharmacy Graduate Program

ABOUT THIS PROGRAM

The International Pharmacy Graduate (IPG) program at the Leslie Dan Faculty of Pharmacy is an academic bridging program that prepares internationally educated pharmacists to meet Canadian entry-to-practice requirements and develop skills to care for patients as the profession evolves. 

Please visit the International Pharmacy Graduate program webpage for more information about Fall 2023 – Winter 2024 session, dates and deadlines and applying to the program.

Course Spotlight

{{ course.d_course_name }}

Available Certificates ({{ data.certificates.length }})

• {{ certificate.d_certificate_name }}

Course Search

Delivery Method

We currently have {{ courses.length }} Course(s) in {{ data.name }}

Viewing {{ ((pagination.currentPage-1) * pagination.numPerPage) + 1 }} - {{ filteredData.length }} pagination.currentPage*pagination.numPerPage && pagination.numPerPage">{{ pagination.currentPage*pagination.numPerPage }} of {{ filteredData.length }} result(s)

{{ course.d_course_code }} - {{ course.d_course_name }}

{{ course.lowest_fee }}

Sorry, no courses were found that matched your search criteria.

Sign up with us to receive the latest news about our courses and programs, speaker series, course bundles and more.

• U of T Home
• Current Instructors
• Policies and Guidelines
• Help and Information
• Blueprint Career Services
• Organizational and Corporate Training
• PSE Preparedness
• Knowledge Hub
• Financial Aid
• U of T Alumni Benefit
• Biomanufacturing
• Micro Courses and Micro-Credentials
• Professional Edge Program
• Tech Career Programs
• Passing the CFA® Exams
• Passing the Canadian Securities Course®
• SCS Boot Camps
• Skill Builder Courses
• Health, Environment, and Science
• Life and Leisure
• Philosophy and Law
• University Lecture Series
• Visual Art and Architecture
• Business Analysis
• Entrepreneurship
• Human Resources
• Occupational Health and Safety
• Process Improvement
• Project Management
• Test Preparation
• Career Development
• Workplace Communications
• Creative Non-Fiction
• Escritura Creativa en Español
• Literary Fiction
• Multi-genre
• Poetry and Songwriting
• Popular Fiction
• Stage and Screenwriting
• U of T Summer Writing School
• Writing for Children
• Public Health
• Human Services and Social Work
• Medical Sciences
• Mindfulness
• Continuous Professional Development
• Building Science and Architecture
• Engineering and Applied Science
• Environment and Sustainability
• Information Management
• Information Technology (IT)
• Property & Facilities Management
• Arabic Translation
• Spanish Translation
• Portuguese Translation
• Japanese Translation
• French Translation
• Chinese Translation
• Korean Translation
• Business English for International Professionals
• Learning Design
• Multimedia Journalism
• Communications
• Public Relations
• Partnerships with Associations and Certifying Bodies
• U of T Partnerships
• English Language Program
• Educational Credential Assessment
• Leadership Team
• Academic Leadership
• Teach with us
• Instructor Awards and Recognition
• Instructor Biographies
• Equity, Diversity, and Inclusion Commitments
• Our History
• Media Inquiries
• Curious U Blog

Doctor of Pharmacy (PharmD)

Welcome to Canada's only PharmD co-op program

Finding your Pharmacy Pathway

The School of Pharmacy welcomes PharmD applicants from all programs and backgrounds.

Select the pathway that suits you!

A Pharmacy School Like No Other

Waterloo Pharmacy takes students beyond the prescription and amplifies their passion for patient-centred care.

Students get to experience 18 months of  work-integrated learning  by graduation.

100% success rate

co-op employment

Life as a Waterloo Pharmacy Student

Success stories

CAMILLE HUO, Rx2023

MICHAEL KANI, WATERLOO PHARMACY ALUM, CPHA NEW PRACTITIONER OF THE YEAR 2019

ANDREW HANNAH, CO-OP SUPERVISOR AND PHARMACIST SUPERVISOR AT AVALON COMPOUND PHARMACY

MINH-THU NGUYEN, Rx2017

JOY BETHEL, Rx2027

MAT DEMARCO, Rx2011

CASSANDRA VAN DRUNEN-LACHANSE, Rx2025

• Doctor of Pharmacy (PharmD)
• Graduate School
• Prospective Students
• Graduate Degree Programs

Go to programs search

The PharmD program is not considered a graduate degree at UBC despite carrying Doctor in its name. Thus, the program is not administered by Graduate and Postdoctoral Studies. Admission to the PharmD program resides with the Faculty of Pharmaceutical Sciences. Interested students should visit the Entry-to-Practice PharmD program website or the Flex PharmD program website (for working pharmacists) for further information.

The Entry-to-Practice Doctor of Pharmacy (PharmD) program offers the highest quality education in pharmaceutical sciences, equipping graduates for a variety of career opportunities in pharmacy practice, research and teaching. Graduates are shaping developments in policy and practice in British Columbia and beyond. It is a four-year professional program designed to prepare graduates for the current and future scope of pharmacy practice in healthcare settings such as community, primary care, ambulatory care, and hospital practice; and for industry, government, and other specialized fields.

The Flexible (Flex) Doctor of Pharmacy (PharmD) Program offers the highest quality education to working pharmacists who wish to advance their current practice or explore new career opportunities. To accommodate working pharmacists’ family, community, and professional obligations the Program offers flexible course plans, so that you can complete the didactic and  practicum coursework around your schedule.

For specific program requirements, please refer to the departmental program website

Related Programs

Same specialization.

• Doctor of Philosophy in Pharmaceutical Sciences (PhD)
• Master of Science in Pharmaceutical Sciences (MSc)

Further Information

Specialization.

Pharmaceutical Sciences covers research areas of nanomedicine, drug delivery; drug metabolism, pharmacokinetics and toxicology; pharmacogenomics and pharmacogenetics; diabetes, cardiovascular and molecular pharmacology; neuropharmacology; cancer pharmacology; pharmaceutical health outcomes and pharmacotherapeutics; and pharmaceutical education.

UBC Calendar

Program website, faculty overview, academic unit.

Why should you choose UBC?

From academic excellence and modern facilities to our diverse degree program listings to being named one of the “most innovative universities” by Reuters in 2019, UBC has a lot to offer.

• Why Grad School at UBC?
• Application & Admission
• Info Sessions
• Research Supervisors
• Research Projects
• Indigenous Students
• International Students
• Tuition, Fees & Cost of Living
• Newly Admitted
• Student Status & Classification
• Student Responsibilities
• Supervision
• Managing your Program
• Health, Wellbeing and Safety
• Professional Development
• Dissertation & Thesis Preparation
• Final Doctoral Exam
• Final Dissertation & Thesis Submission
• Life in Vancouver
• Vancouver Campus
• Graduate Student Spaces
• Graduate Life Centre
• Life as a Grad Student
• Graduate Student Ambassadors
• Meet our Students
• Award Opportunities
• Award Guidelines
• Minimum Funding Policy for PhD Students
• Killam Awards & Fellowships
• Dean's Message
• Leadership Team
• Strategic Plan & Priorities
• Vision & Mission
• Equity, Diversity & Inclusion
• Initiatives, Plans & Reports
• Graduate Education Analysis & Research
• Media Enquiries
• Newsletters
• Giving to Graduate Studies

Strategic Priorities

• Strategic Plan 2019-2024
• Improving Student Funding
• Promoting Excellence in Graduate Programs
• Enhancing Graduate Supervision
• Advancing Indigenous Inclusion
• Supporting Student Development and Success
• Reimagining Graduate Education
• Enriching the Student Experience

Initiatives

• Public Scholars Initiative
• 3 Minute Thesis (3MT)
• PhD Career Outcomes

• Skip to main content

• All countries /
• North America /
• All study levels /
• Postgraduate /
• Health and Medicine /
• Pharmacology /

9 Universities in Canada offering Postgraduate Pharmacy degrees and courses

More Information

Are you looking for Postgraduate courses in Pharmacy? Here you can find course providers offering full-time, part-time, online or distance learning options.

You've reached your limit of 10 Favourites

University of Saskatchewan

THE World Ranking: 351

Memorial University of Newfoundland

THE World Ranking: 501

University of Alberta

THE World Ranking: 109

University of Manitoba

Dalhousie University

THE World Ranking: 301

McGill University

THE World Ranking: 49

University of Toronto

THE World Ranking: 21

The University of British Columbia

THE World Ranking: 41

Université de Sherbrooke

There are more Pharmacy courses available in North America

• British Columbia
• Newfoundland and Labrador
• Nova Scotia
• Saskatchewan
• Study level:
• Postgraduate
• Masters Degrees
• Doctoral Degrees
• Study mode:

Filter your results

Tell us about you.

• Nationality Select country Select country
• My current qualification is from Select country Yes No Select country Select country
• Current qualification {0} is not applicable for the study level you selected below. Qualification Qualification
• Grade type (only one grade type for your qualification) Grade type Grade type
• My score (current or expected) Please select Please select Please select Please select Please select Please select

Tell us your preferences

• Subject Pharmacy
• Qualification Postgraduate
• Destination Canada
• Study options
• Annual tuition fees

Subject areas

Qualification, destination.

• Tell us about your study abroad plans! Take our survey and you could win a 100 USD prize equivalent in your local currency.
• NEW: Want to study in your home country for a foreign qualification? Find out more about cross-border study!

Best PhD Degrees in Pharmacy at Universities in Canada

There are 18 study programs available at 11 schools and universities in the world , according to Erudera.

Erudera aims to have the largest and most updated database of study programs available in the world , and new study programs are being added weekly. You can use the filters to narrow down your search or sort your results based on popularity and top rankings to find more specific study programs. Once you filter your results, you can save your chosen programs to a personal list so you can do more research or contact the universities later.

Here are the best Canada universities for Pharmacy :

University of Toronto

University of Manitoba

University of Saskatchewan

Dalhousie University

Laval University

McGill University

University of Alberta

University of Montreal

University of Sherbrooke

University of British Columbia

Pharmacology

Memorial University of Newfoundland

Pharmaceutical Sciences

Pharmacy Pharmd

Pharmacy And Pharmaceutical Sciences

Pharmacology And Therapeutics

Ate of pharmacy.

• 1 (current)

Erudera's search functionality is still in beta and the results below are auto-generated. Although we do our best to make sure we provide accurate information, we do not take responsibility for the content published by institution representatives on this page. Please report any inaccuracies you happen to find to our support so we can improve the experience for all users.

Related fields of diciplines

Related fields of study levels

Related fields of countries

You have reached your daily programs search limit as a guest. Sign in to keep browsing!

Registration is quick, easy, and allows you to browse Erudera's large index of universities, study programs, scholarships, and much more.

header pattern

Innovations in Pharmaceutical Sciences Seminars - Student Requirements

The Graduate Department of Pharmaceutical Sciences offers exciting seminars featuring scientists from across Canada and around the world, with occasional seminars by our own faculty and members of other departments at U of T and surrounding hospitals/institutes. These seminars provide an opportunity for all to meet outstanding, world-renowned scientists. Seminar speakers also schedule additional time for informal discussions with faculty and students. Regular attendance at seminars is required of all graduate students.

Innovations in Pharmaceutical Sciences Seminar Series Requirement

All graduate students are required to attend the departmental seminars each year:

• Full-time students: a minimum of eight (8) departmental seminars per academic year
• Part-time/Flex-time students: a minimum of four (4) departmental seminars per academic year.

Students may fulfill up to 50% of their annual quota at sanctioned  external seminars.

2024-2025 Innovations in Pharmaceutical Sciences Seminar Schedule

Upcoming Innovations in Pharmaceutical Sciences Seminars

Challenges surrounding vaccine accessibility and adherence among the awajún indigenous population in the peruvian amazon, seminar coordinators, drs. tim corson and lisa mccarthy.

E-mails :  [email protected] &  [email protected]

Booking Information

Graduate program assistant.

Email: [email protected] Telephone: (416) 978-8896 

Seminar Resources

• Pharmacy's Pandemic Response
• Leverage Our Expertise
• Student Spotlight
• By the Numbers
• Our Research
• Our Education
• Our Community
• Message from the Dean
• Champion Equity, Diversity, and Inclusion
• Educate Pharmacy for Tomorrow
• Deliver Impact through Cutting-Edge Discovery
• Build Leadership, Wellness and Community
• Advance Use of Digital Technology
• Support Sustainability in Health Care
• Dean's Message
• Feature Story
• Championing Equity, Diversity, and Inclusion
• What pharmaceutical sciences research areas can I explore?
• What pharmaceutical sciences graduate degrees are offered?
• What courses can I take as a pharmaceutical sciences graduate student?
• What are the application requirements for a pharmaceutical sciences graduate student?
• How do I find a supervisor?
• How much does graduate school cost?
• What is the application deadline for the graduate department of pharmaceutical sciences?
• Sign up to learn more
• How to become a pharmacist
• Why should I become a pharmacist?
• What are the Leslie Dan Faculty of Pharmacy Admission Requirements
• What high school courses are required to become a pharmacist in Canada?
• What university program should I take before applying to pharmacy school?
• How much is pharmacy school tuition?
• Why should I choose to earn my PharmD at the Leslie Dan Faculty of Pharmacy
• What can pharmacists do other than fill prescriptions?
• Upcoming Events
• News Stories
• Pharmacy Leadership and Education

• Open access
• Published: 11 September 2024

Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review

• Dana ElKhalifa 1 ,
• Ola Hussein 2 ,
• Abeer Hamid 3 ,
• Nour Al-Ziftawi 4 ,
• Israa Al-Hashimi 5 &
• Mohamed Izham Mohamed Ibrahim 2  

BMC Medical Education volume  24 , Article number:  989 ( 2024 ) Cite this article

Metrics details

Background/objectives

We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs.

A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes.

Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload.

Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes.

Peer Review reports

Pharmacy is a dynamic discipline of science, rapidly expanding with a rising number of students pursuing postgraduate studies in the field [ 1 ]. Postgraduate education is pivotal in shaping and advancing pharmacy practice across diverse settings, effectively addressing significant challenges and bridging crucial gaps. Such a specialized knowledge would ultimately contribute to improved patient care and population health outcomes. Further, postgraduate education programs must ensure the provision of teaching across diverse specialized domains. These include, but are not limited to, professional education, drug discovery, medicinal chemistry, pharmaceutics, biotechnology, biochemistry, pharmacogenetics, pharmacokinetics, pharmacognosy, pharmacology, pharmacotherapy, pharmacoepidemiology, pharmacoeconomics, and pharmacoinformatics. Additionally, these programs should aim to contribute to advancing and improving healthcare systems, pharmacy laws and ethics, and proficiency in working with advanced machines and analytical techniques [ 2 , 3 ], all of which have positive impacts for the quality and safety of patient care and the overall health of populations.

Postgraduate pharmacy education faces a range of challenges. These include the surplus of postgraduates in traditional disciplines as compared to available emerging jobs in the market, curricula that fail to align with the demands of pharmaceutical practice settings, maintaining traditional teaching methods despite the dynamic change in the pharmaceutical industry, and advanced global practice and technology [ 4 , 5 , 6 ]. Notably, pharmacy postgraduate education in low- and middle-income nations confronts numerous challenges and gaps related to education, systems, and practice. Further, teaching methods at different universities are diverse [ 7 , 8 , 9 , 10 ]. As a result, it is unclear whether these universities are effectively optimizing and tailoring their educational strategies to meet the current needs of postgraduate students and align with the demands of pharmaceutical industries and healthcare systems [ 3 ]. Nevertheless, institutions offering postgraduate education have a fundamental responsibility to provide high-quality education, necessitating the continuous evaluation and enhancement of their curricula to align with the developing needs of future graduates and prospective employers. This holds particular significance as postgraduate students carry the expectation that their universities have designed high-quality educational programs to fulfill their diverse needs [ 4 ].

There is a noticeable absence of a definitive guide on how universities can effectively address the expanding challenges within pharmacy postgraduate education. This is primarily because accreditation bodies focus predominantly on evaluating and reviewing undergraduate curricula, neglecting the unique challenges of postgraduate education in pharmacy. Furthermore, international experiences and needs in pharmacy education vary significantly between countries. This raises the following research question: what insights, perspectives, challenges, and recommendations can inform the optimization of postgraduate (PhD and MSc) pharmacy programs at universities worldwide? To answer this question, it is essential to conduct this scoping review to systematically chart the available evidence and understand the current body of knowledge about pharmacy postgraduate education. Through this endeavor, our objectives are a) to identify current insights, perspectives, challenges, and recommendations that can assist various postgraduate pharmacy programs in addressing potential gaps within their systems and possibly refining their existing educational structures (e.g., curricula) and approaches (e.g., educational methods) to enhance the overall learning process for their students; and b) to develop a framework to optimize postgraduate pharmacy programs.

Study design

We conducted a scoping review to synthesize and map the available evidence and identify a framework for improving educational programs for postgraduate degrees in pharmacy. Scoping reviews tackle broad subjects and usually aim to recognize research gaps in the existing literature [ 11 ]. While conducting this review, we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) checklist, which contains 22 reporting items [ 12 ]. Our filled PRISMA-ScR checklist for this scoping review is included in Supplementary Material 1.

The study protocol was drafted and reviewed using the Preferred Reporting Items for Systematic Reviews and Meta-analysis Protocols (PRISMA-P) checklist [ 13 ]. While it was not previously published, it is available as supplementary material (Supplementary Material 2).

Eligibility criteria

Eligibility criteria for studies included in this scoping review: i) Studies published in peer-reviewed journals; ii) The primary focus of the studies should be on curriculum and education development within MSc and PhD Pharmacy programs; iii) Studies needed to discuss related aspects such as competencies, assessment methods, and courses; iv) They need to be published in English between the period of January 2011- September 2023; v) To encompass various aspects of graduate pharmacy education, studies were included if they employed qualitative, quantitative, or mixed-method study designs.

Conversely, studies were excluded if they: i) Focused on public health, PharmD, diploma, or clinical practice-based master programs that do not include research/thesis, as these programs often have distinct educational objectives compared to research-based postgraduate programs; ii) Addressed initiatives to improve research unrelated to postgraduate programs, because the focus of this review is solely on postgraduate education; iii) Were centered on dual pharmacy (PharmD)/master of public health (MPH), as these programs are mainly interdisciplinary in nature and do not specifically reflect the unique challenges of research-oriented programs; iv) Focused on genetic counseling, because this field has a distinct aim and is not directly related to postgraduate research-based pharmacy education; v) Were associated with other non-pharmacy-related programs, as our focus is on Pharmacy; vi) Focused solely on university facilities, because our target is the educational content; vii) Were categorized as commentaries or review articles, to avoid bias in reporting and prioritize original research content.

Information sources/literature search

The search for relevant studies was conducted on PubMed, EMBASE, Scopus, ProQuest, Web of Science, and Google Scholar to identify relevant studies published between January 2011 and September 2023. The search strategy utilized related keywords: postgraduate, higher education, graduate, PhD, MSc, masters, education, curriculum, courses, syllabus, skills, competencies, assessment, evaluation, pharmacy, and pharmaceutical sciences. Search limits were applied to the title/abstract and English language. Three investigators independently performed the initial screening of the titles and abstracts to identify eligible articles. Discrepancies were resolved through discussion and agreement. Specialized journals were also specifically reached to identify relevant articles, specifically the American Journal of Pharmaceutical Education, Journal of Medical Education and Curricular Development, Currents in Pharmacy Teaching and Learning, Pharmacy Education, European Journal of Education, Journal of Pharmacy Practice and Research, and Health Education Journal. The final search strategy for each database is presented in Table S1 (Supplementary Material 3). Finally, the removal of duplicates, title/abstract screening, and full-text screening were conducted using the Rayyan application [ 14 ].

Studies selection and data charting

Three reviewers independently screened all included citations and full-text articles and agreed on their eligibility. A standardized data extraction tool was created using Microsoft Excel and utilized to chart data from all eligible articles. In addition, the following information was collected independently by three reviewers: authors, year of publication, focus of the study, title, relevant/irrelevant, objectives, country, challenges, recommendations, and conclusion. Discrepancies were resolved through discussion and agreement between the authors.

We followed the framework proposed by Arksey and 'O'Malley for data synthesis and charting [ 11 ]. Eligible studies were grouped based on common themes. Our grouping focused on the following three themes in Table  1 : i) Courses, curriculum, and syllabus; ii) Training, competencies, and skills development; and iii) Assessment, evaluation, and mentorship methods.

Development of the conceptual model

To develop a comprehensive conceptual model guiding the creation of collective, high-quality pharmacy postgraduate (MSc/PhD) programs, we conducted a rigorous literature review focusing on the challenges, recommendations, factors, and successful interventions. To synthesize this information, we employed the Arksey and 'O'Malley framework for data synthesis and charting. The model development process involved the following steps:

Identification of key themes: Based on the literature review, three primary themes emerged as critical for postgraduate pharmacy program development:

Courses, curriculum, and syllabus

Training, competencies, and skill development

Assessment, evaluation, and mentorship methods

Model construction: A conceptual model was constructed around these themes, incorporating essential components, including:

Curriculum design and development, including necessary and optional elements

Competency-based curriculum development

Training and skills development aligned with student, program, and job market needs

Diverse assessment and evaluation methods to measure program effectiveness, student learning, and job market impact

Successful interventions and international experiences

Model enrichment: To ensure comprehensiveness, the model was expanded to include additional factors and emerging trends deemed important to the study team. For instance, under the "courses and curriculum" theme, we incorporated elements like needs assessment, regular evaluation, and program refinement to promote the concept of program sustainability. Additionally, we explored the potential of using advanced tools like artificial intelligence for assessment, evaluation, and mentorship, based on what has been reported within the included studies.

Overall, this systematic approach, grounded in both literature and practical examples, resulted in a robust conceptual model to inform the development and evaluation of collective, high-quality pharmacy postgraduate programs.

Literature search

After removing duplicates, 5542 articles were identified from the different searched databases (Fig.  1 ). After titles and abstracts screening, 5461 citations were excluded because they matched our exclusion criteria, leaving 81 full-text articles to be further assessed for eligibility. Among them, 45 were excluded and summarized with their exclusion reasons in Table S3 in Supplementary Material 3. The remaining articles ( n  = 36) matched our inclusion criteria and were included in this scoping review.

PRISMA flow diagram of the studies selection process

Study characteristics

Based on their primary focus, the included studies were classified into three commonly identified themes, as defined in Table  1 . Study characteristics are summarized in Table  2 , including the study authors, publication year, focus, objectives, place of origin, design, and main findings. Among them, 14 addressed courses, curriculum, and syllabus issues; 9 discussed training, competencies, and skills development; and 13 targeted topics pertaining to assessment, evaluation, and mentorship methods (Fig.  2 ). The studies implemented various designs, including quantitative, qualitative, and mixed-method (Fig.  2 ).

Distribution of the research methods employed in the included studies per identified theme

The included publications on various pharmacy postgraduate educational programs (MSc, PhD, or both) were segregated based on their focus on the three themes (Fig.  3 ). Notably, most research articles concentrated on master’s programs compared to PhD programs, validating that more research is conducted on this program type (Fig.  3 ). In addition, the distribution of research on Master programs across the three themes revealed a larger number of publications focusing on courses, curriculum, and syllabus (Fig.  3 ). In contrast, research on PhD programs disclosed that training, competencies, and skills development garnered the most attention, implying a distinct focus on research efforts and underlining the necessity of competencies/skills development for PhD graduates (Fig.  3 ). Details on the distribution of the articles by country are outlined in Fig.  4 a.

A radar chart comparing the three identified themes based on the postgraduate program type

Distribution of research articles: ( a ) Overall 36 articles by country; ( b ) Articles based on country and identified theme

Courses, curriculum and syllabus

As outlined in Fig.  2 , 14 publications were dedicated to enhancing courses and curricula for various specialized MSc and PhD programs. These originated from nine countries, and as outlined in Fig.  4 b, most of these studies were conducted in the USA ( n  = 5, 35.71%), followed by Australia ( n  = 2, 14.29%). Additional contributing countries encompassed Jordan, Iran, Portugal, Malaysia, the Netherlands, Switzerland, and China (Table  2 ). Five of the identified studies emphasized the importance of specialized courses for improving postgraduate education (Table  2 ), such as research ethics, preparation for future faculty roles, pharmacoinformatics, and laboratory experience [ 15 , 16 , 17 , 18 , 19 ]. In the context of curriculum development, nine studies specifically addressed the design, format, review, and restructuring of postgraduate pharmacy programs to meet students' present and future needs [ 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ]. Methodologies utilized in these studies included descriptive analyses, cross-sectional questionnaires, and surveys, as well as the incorporation of focus groups and interviews (Table  2 ).

Training, competencies and skills development

Nine published studies evaluated specific skills necessary for inclusion in postgraduate curricula (Fig.  2 ). Most of these studies originated from the USA ( n  = 7, 77.7%), with the remaining two published in India and Poland (Fig.  4 a). Most studies ( n  = 8, 88.9%) primarily focused on PhD students, while only two included MSc students (Fig.  3 ). The studies shed light on the need for developing competencies and skills in research, curriculum development, communication, health administration and leadership, industrial training, and critical thinking and problem-solving (Table  2 ). Study designs were varied and encompassed mixed-methods, cross-sectional surveys, retrospective studies, interviews, and descriptive studies (Table  2 ).

Assessment, evaluation and mentorship methods

The third group of studies ( n  = 13) embraced approaches and criteria for assessing students' performance, methods for delivering certain lectures, and mentorship (Table  2 ). Consistent with the previous themes, the majority of the studies ( n  = 5, 38.46%) were based in the USA, while two articles originated from Jordan ( n  = 2, 15.38%) (Fig.  4 ). The remaining studies originated in the United Kingdom, India, Denmark, China, Australia, and Ukraine. Six studies within this group focused on assessment methods, emphasizing the importance of comprehensive evaluation and peer review (Table  2 ) [ 38 , 39 , 40 , 41 , 42 , 43 ]. Two studies specifically emphasized the significance of evaluating students' performance without merely focusing on testing theoretical understanding [ 41 , 42 ] (Table  2 ). Additionally, four studies advocated the added value of artificial intelligence and computer-based tools in delivering lectures and elucidating certain life sciences concepts [ 44 , 45 , 46 , 47 ] (Table  2 ). Three studies evaluated postgraduate mentorship models, highlighting the positive impact of dual mentors [ 48 , 49 , 50 ] (Table  2 ).

The conceptual model content

To visualize the relationships among the identified themes and relevant key components, we developed a conceptual model (Fig.  5 ). Figure 5  presents the final summary derived from our comprehensive literature review of the core elements proposed for a collective high-quality pharmacy postgraduate (MSc/PhD) educational program. To our knowledge, this is the first model to be developed and published on the specific topic of pharmacy postgraduate educational programs. All the identified insights, perspectives, challenges, and recommendations that can inform the optimization of postgraduate pharmacy programs at universities worldwide have been grouped together to allow for the development of this coherent model outlining the following themes:

A conceptual framework for developing a collective high-quality Pharmacy postgraduate (MSc/PhD) educational program. This illustration was developed based on the recommendations discussed in the literature from the relevant identified themes

This theme encompasses curriculum design and development. Studies investigating the key concept of curriculum design and development, particularly emphasizing the importance of aligning the curriculum to concepts of competency-based learning, job market demands, career planning, collaboration, research, specialization areas, and others. It was noted that a number of concepts are needed to develop a comprehensive postgraduate program that is essential for graduates’ success and meets the needs of the job market.

Training, competencies and skill development

This theme included the main components a program could target to implement effective change in students’ knowledge, skills, attitudes, and competencies required in real-world practice. It was noted that skills relevant to other disciplines, e.g., leadership and management, data science, as well as various non-science communication skills, are highly essential for the modern job market. Additionally, the necessity of providing students with training on additional non-academic career skills was deemed crucial and had a positive influence on students’ skills and competencies, as well as the effectiveness of programs to produce graduates who can meet the demands of employers in the modern job market.

This theme features the role of effective assessment and mentorship in program development and student success. Various assessment strategies, such as mentorship, advanced assessment tools, merged assessment, and peer assessment, were all positive experiences reported in the literature with the potential benefit of conducting successful assessments of students learning and intervention effectiveness, both of which are related to successful program implementation and development.

Principal findings

This scoping review aimed to map the existing literature on postgraduate education in pharmacy systematically. We identified 36 primary studies addressing the curriculum, skills development, and/or assessment approaches of postgraduate (MSc and PhD) pharmacy programs on an international scale. The studies were categorized and will be discussed based on their primary focus into three distinct themes: i) courses, curriculum, and syllabus issues; ii) training, competencies, and skills development; and iii) assessment, evaluation, and mentorship methods.

A group of studies explored the importance of different universal and specific courses within diverse pharmacy postgraduate curricula.

One of the crucial topics explored in the literature for its critical value in pharmacy postgraduate education is research ethics (RE). RE education is an integral component that equips students with the necessary skills to adhere to ethical standards when designing and conducting clinical and biomedical research [ 51 , 52 ]. Unfortunately, the findings indicate that ethics training in postgraduate programs related to pharmacy and medical sciences remains insufficient, particularly in developing countries such as Jordan and Iran [ 17 , 19 , 42 ]. Ahmed et al. also reported that, on a global scale, only 10% of research-based master programs offered standalone research ethics courses, and 40% offered some discussions within their curriculum [ 19 ]. Consequently, it is recommended that postgraduate schools consider integrating comprehensive research ethics training into their curricula, especially in developing countries. Furthermore, there is a need for additional studies in developed countries to explore this aspect further.

While many students pursue higher education to enter academia, postgraduate schools often prioritize research skills over teaching skills [ 53 ]. Teaching assistantships can offer students interested in academia practical teaching experiences [ 54 ]. However, not all students can access such opportunities, necessitating a compromise. For instance, integrating embedded lectures and courses into the curriculum can provide a viable solution. Preparing Future Faculty (PFF) was a valuable course to prepare graduate students and postdoctoral fellows for academic teaching [ 15 ]. The course syllabus included practical teaching experience and lecture delivery under dual supervision [ 15 ]. By the end of the course, many PFF graduates could secure faculty positions, and the course was distinguished as sustainable and valuable for students planning to work in academia [ 15 ]. The same course was taught to doctoral public health students and it showed excellent outcomes [ 55 ]. Similar courses can be adopted in postgraduate programs, especially PhD, as optional electives for students interested in academia.

A study by Fox et al. highlighted the urgent need to include pharmacoinformatics courses in pharmacy master's programs [ 18 ]. In particular, careers in pharmacoinformatics require students to have advanced conceptual knowledge and hands-on experiential education [ 56 ]. Recommended lecture topics encompass drug formulary management, advanced pharmacy and medical informatics, supply chain management, evidence-based medicine, and health policy [ 18 ]. Notably, the study revealed higher expectations for pharmacoinformatics knowledge for MSc graduates compared to their BSc counterparts, emphasizing the necessity for developing a comprehensive postgraduate pharmacoinformatics curriculum [ 18 ].

Another important curricular element is laboratory experience, particularly in basic sciences postgraduate programs. For example, the Non-Stop Lab Week (NSLW) was formed as part of the master's program at the University of Aveiro, Portugal, to equip students with real-life lab experience [ 16 ]. Over 1 week, students independently conducted molecular assay projects in an environment mirroring a real laboratory setting [ 16 ]. Most students found the NSLW's intensity very suitable and beneficial for their careers [ 16 ]. After graduation, they found this exposure to be similar to their experience in their current workplaces [ 16 ]. Often, postgraduate students focus solely on specific skills aligned with their thesis supervisor's area of expertise, potentially missing out on essential skills for future roles in the pharmaceutical industry. Therefore, experiences like the NSLW help expose students to the actual work environment. Likewise, programs may add curricular modules for students to get hands-on exposure to different research projects during their first semester, offering insights into potential future careers and a great scientific breadth while connecting with potential thesis supervisors.

Concentrating on a few specific courses is insufficient, and crafting a comprehensive curriculum poses a complex challenge [ 57 ]. There is a notable shift towards Competency-Based Education (CBE) in contemporary postgraduate and undergraduate pharmacy and medical education systems due to its demonstrated effectiveness [ 58 , 59 , 60 ]. CBE occurs when a curriculum incorporates comprehensive tasks, such as systems of instruction, didactic and experiential courses, and assessments to demonstrate proficiency in taught skills and concepts [ 60 ]. Various studies advocated incorporating CBE when developing postgraduate pharmacy curricula [ 21 , 25 , 26 , 27 ]. Keller et al. suggested some curricular components and building blocks to be included in postgraduate pharmacy education, encompassing the decision on core competencies, foundational concepts, lectures, syllabus, thematic training, research seminars, research integrity, supervision, student feedback, evaluation, assessment, stipends and financial support, and alumni networking [ 25 ]. They also proposed a set of competencies to be taught in PhD health sciences programs, categorized into three domains [ 25 ]:

Scientific knowledge: information literacy, research methods, scientific writing, ethics and integrity, and professional conduct.

Management and Organization: self-management, project management, and teaching.

Leadership and personal: leadership and communication.

Pharmacy education continues to adapt to the evolving needs of diverse pharmacy career paths. Initiatives for developing curriculum recommendations have been undertaken, focusing on equipping graduates with knowledge and skills for future career paths. A key initiative is the American Association of Colleges of Pharmacy (AACP) Research and Graduate Affairs Committee report [ 20 ]. The AACP report was developed based on data from different universities within the USA [ 21 ]. It addressed universal skills applicable to all pharmacy disciplines to be incorporated into different curricula [ 21 ]. These identified skills were grouped into five domains [ 21 ]:

Foundational knowledge.

Scientific communications.

Leadership and management.

Personal and professional development.

The three key proposals endorsed by the report were the need to concentrate on career guidance, external peer review, and preparing students for roles in academia [ 21 ]. In another study by Koster et al., three distinct pharmacy-related master's programs tailored for community or hospital pharmacists were described [ 27 ]. These programs were adapted to pharmacy education based on the CanMEDS framework, which originally describes the required skills for physicians to effectively address the needs of the individuals they serve [ 27 ]. In addition, the authors highlighted the importance of experiential (workplace) education over traditional on-campus education and the need to expose the students to a mixture of both [ 27 ].

A very important curriculum component is career planning and professional skills development. This is particularly important because many postgraduates move into postdoctoral training, even if they do not plan to take a research career path [ 61 ]. Regrettably, career discussions usually happen close to graduation [ 20 ]. Indeed, early career guidance and mentoring, ideally at the program's commencement, would empower students to make more informed decisions about their future career paths. Traditionally, pursuing a PhD was synonymous with academic positions. Still, this perception has evolved in the last decade, necessitating an educational shift to prepare students for broader career options [ 20 ]. The current job market reveals a growing "supply–demand" gap, with limited academic sector vacancies and an increasing number of postgraduate students graduating annually. Therefore, there must be a shift to diversify curriculum content, gearing it towards paths beyond traditional academic careers. For example, in a study by Fuhrmann et al., biomedical PhD students indicated that they were considering various career paths (research and non-research), which underlines the necessity for a comprehensive doctoral curriculum [ 20 ]. To aid students in achieving their career goals, the development of their plans, including career planning and professional skills training, can be encouraged through discussions with program mentors. Moreover, programs may allow flexible mandatory electives where students can select their preferred courses based on their constructed career plans.

It is crucial to have regular curriculum revisions to ensure that the educational content remains current and aligns with the expanding industry requirements and needs. An example of these revisions was published by Allen et al., in which a pharmaceutical medicine curriculum was reviewed at an Australian university based on cross-sectional survey findings to identify required updates to the program [ 24 ]. They developed a two-year, part-time, fully online program with interactive assessments to support students' career goals [ 24 ]. In another study, Barrett et al. presented a qualitative description of an established Master’s program in drug discovery and development [ 22 ]. The program was initially a course that was refined and expanded based on student and market demands, covering various stages of drug development [ 22 ]. The curriculum encompasses topics delivered as courses by different colleges, including epidemiology, nanotechnology, pharmacogenomics, and project management [ 22 ]. The authors reported that most program graduates secured jobs in the pharmaceutical industry upon graduation, emphasizing the significance of regular program evaluations and refinement [ 22 ]. Similarly, Lypson et al. outlined the newly adopted program evaluation process at the University of Michigan Health System, involving dedicated faculty and formal resident members [ 23 ]. This process also benefits from standardization of meetings, content experts, a transition from paper to electronic committee materials, and a focus on continuous improvement efforts for the program [ 23 ].

To uphold the quality of pharmacy postgraduate programs, supervisors must ensure students meet program requirements and graduate efficiently. Incorporating blended learning, which combines online and on-campus classroom experiences, has been suggested as a valuable learning tool [ 62 , 63 ]. Furthermore, introducing dual postgraduate degrees alongside undergraduate education in pharmacy programs can enable students to attain advanced degrees in a shorter duration efficiently. Implementing a hybrid teaching format can also be helpful, particularly for working professionals.

Training, skills and competencies development

Student preparation should extend beyond curricular coursework to encompass practical training and skill development, including cultivating critical thinking skills. Postgraduate pharmacy students must acquire skills and competencies to excel in their future roles. While some skills may be specific to student specialization, others are universally applicable and should be integrated into most specialized medical and pharmaceutical programs. Furthermore, the current job market demands more than traditional scientific research skills. Students may also need to demonstrate disparate skills in business, policy management, and advanced technologies. Therefore, the curriculum should incorporate relevant course content to address these multifaceted requirements. Competencies are frequently defined as meaningful job-related skills, knowledge, attitudes, and abilities essential for competent performance in distinct professions [ 60 ]. Key skills and competencies highlighted in the literature regarding pharmacy postgraduate education encompass research competencies, curriculum development training, communication skills, health administration and leadership training, industrial training, and critical thinking and problem-solving.

In a study published by Poloyac et al., core research competencies for a PhD program were developed in a clinical pharmaceutical sciences curriculum [ 29 ]. Eight major competencies were identified for students to integrate preclinical and clinical evidence into their research successfully [ 29 ]. These competencies included: i) literature review and evaluation; ii) hypothesis generation; iii) research methods and study design; iv) statistical methods and data evaluation; v) grantsmanship; vi) presentation and delivery of oral and written scientific information; vii) ethical conduct of research; viii) leadership, management, and multidisciplinary teamwork [ 29 ]. Each category features subcategories of competencies, and evaluation rubrics were created to assess students' performance [ 29 ]. These competencies provide a valuable framework that can be adapted for other research-based postgraduate programs.

As previously discussed, some students pursue higher education to enter academia, emphasizing the need to acquire essential competencies to excel in their potential roles. Given that curriculum development and revision are ongoing and dynamic processes, training postgraduate pharmacy students on curriculum development becomes invaluable for those aspiring to pursue an academic career in pharmacy. Newton et al. demonstrated the effectiveness of incorporating a faculty simulation of curriculum development seminar for MSc and PhD pharmacy students, offering a practical and successful tool to prepare them for the responsibilities associated with academic roles [ 30 ].

Research, being a multifaceted interdisciplinary field, demands excellent communication skills. Thus, students must undergo training in presentation, negotiation, and conflict management skills. Additionally, employers' appreciation of diverse soft skills highlights the importance of cultivating a broad skill set in graduates [ 64 ]. Studies have highlighted substantial benefits for doctoral pharmacy students who received training to enhance their communication skills, improve confidence in discussing findings, and enhance public speaking abilities [ 31 , 32 ]. Therefore, integrating courses and lectures focused on communication into the curriculum emerges as an invaluable component, aiding students in cultivating and strengthening their personal and interpersonal communication capabilities.

Specialized programs often require students to develop unique skills and competencies relevant to their areas of study. For instance, a master’s degree in health-system pharmacy administration and leadership training (HSPAL) was a novel program developed within the Eshelman School of Pharmacy at the University of North Carolina at Chapel Hill [ 33 ]. That program combined Master’s education with practical HSPAL residency [ 33 ]. The program was designed to provide a balanced curriculum encompassing leadership, management, clinical, administrative, and didactic courses to prepare students for pharmacy administrative positions and leadership careers [ 33 ]. The program indicated attainment of the main core competencies and outcomes by enrolled students and graduates [ 33 ]. Furthermore, supervisors noted a greater likelihood of hiring graduates for administrative positions [ 33 ].

Many pharmacy programs often encompass laboratory components involving traditional basic sciences practice labs. However, there is a recognized need to integrate elements that provide students with the necessary knowledge for pharmaceutical industry practice, particularly those aspiring to work in drug discovery and development. A study revealed that most graduate programs inadequately address industry-related skills, emphasizing the importance of incorporating experiences that better prepare graduates for non-academic careers [ 35 ]. In another study by McLaughlin et al., a qualitative analysis of employers’ expectations for pharmaceutical sciences PhD graduates was conducted to understand the skills sought by employers [ 34 ]. The authors identified themes such as depth and breadth of knowledge, collaboration, communication, adaptability, experiential training, research productivity, and motivation [ 34 ]. Thus, integrating a holistic lab experience throughout the study duration, rather than limiting exposure to technical skills, can add significant value. This could be implemented by placing students in local and international pharmaceutical industries for mandatory practical experiences.

Critical thinking and problem-solving are among the highly desired skills in pharmacy postgraduates and are key to successful research conduct and evaluation of published evidence. However, various barriers may hinder their acquisition, including students' perceptions, limited metacognitive skills, biases, and the need for effortful thinking [ 65 ]. Though challenging, developing and nurturing these skills is not impossible in a thoughtful and encouraging educational environment. Research from India and Poland explored these skills in pharmacy postgraduate education [ 36 , 37 ]. Research from India investigated the performance and perception of students and their instructors regarding utilizing critical appraisal tools [ 37 ]. Both students and instructors reported that journal club (JC) criticism activities were vital in pharmacy postgraduate education, contributing to an enhancement in critical appraisal skills among participating students [ 37 ]. Research from Poland reported that graduates had insufficient knowledge of and attitudes toward evidence-based pharmacy, especially in their critical appraisal of scientific articles and problem-solving skills [ 36 ]. The study suggested that blended learning, combining classroom and online multi-module courses, could enhance the learning experience [ 36 ]. Further research evaluating critical-thinking and problem-solving training in pharmacy postgraduate education across diverse countries is essential to draw wide-ranging conclusions and recommend improvements in relevant curricula.

Assessment, evaluation and mentorship

Competency-based education proves beneficial when students' competence is continually assessed throughout the program [ 66 , 67 ]. A well-defined course syllabus should outline the timeline, assessment approaches, deadlines, and submissions and emphasize feedback and constructive criticism [ 66 , 67 ]. Course instructors should decide on the course objectives and identify potentially relevant embedded assessment tools to achieve these goals [ 40 ]. For instance, a program-level assessment process was developed for an MSc in Pharmaceutical Sciences program using an iterative data collection process, peer evaluation, and discussions [ 40 ]. The main assessment domains were cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) [ 68 ]. The assessment was developed utilizing Bloom's taxonomy, which includes cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based) domains, and can guide the setting of course goals based on complexity and specificity [ 40 , 68 ]. Program success can be evaluated through student evaluations and feedback on course content, format, assessment methods, and suggestions [ 40 , 68 ].

A set of publications explored the performance assessment of pharmacy postgraduate students. In a descriptive study by Robinson et al., a comprehensive competency review assessing postgraduates' competencies was discussed [ 38 ]. Students were required to provide written evidence for each competency, and the instructor would either accept it if found satisfactory or reject it while requesting a rewritten version to ensure the development of the required competencies [ 38 ]. Based on students' performance, the faculty member may suggest elective courses during the program's second half [ 38 ]. Similarly, in a National Institutes of Health (NIH) Grant Application Writing Assessment for pharmacology postgraduate students, grades improved considerably upon resubmission, with survey responses indicating increased student confidence in grant writing capability [ 39 ]. The study emphasized improving writing skills through writing, revision, submission, constructive feedback, rewriting, and resubmitting [ 39 ]. Together, these findings underline the importance of midpoint evaluations for various competencies. While this process may be time-consuming for students and faculty, it is considered a worthwhile investment in time, cost, and effort.

Assessing students' understanding of theoretical concepts alone may not be sufficient; they should also be evaluated based on their actions and practical applications. For instance, a study conducted in Jordan reported a high theoretical understanding of plagiarism among pharmacy postgraduate students. However, when given practical assignments, overall performance was unsatisfactory, revealing a high prevalence of plagiarism [ 41 ]. Therefore, educational institutions should ensure students learn various paraphrasing methods and are educated on useful references for plagiarism checking. In another study conducted in the same country, the adherence rate of postgraduate students to ethical standards related to data confidentiality and informed consent when dealing with human subjects was also inadequate [ 42 ]. Hence, assessing students’ performance in applying theoretical concepts is also recommended to ensure they are highly competent in real-world settings.

The careful selection of tools and methods for delivering lectures is crucial, especially in the context of advancing technologies and artificial intelligence. In postgraduate education, 3D virtual computer simulation methods were deemed advantageous [ 44 , 46 ]. In a randomized controlled study, using 3D technology to demonstrate drug-receptor interactions significantly enhanced students’ understanding and performance compared to traditional 2D graphics [ 44 ]. Similarly, a computer-simulated method in experimental animal modeling in postgraduate pharmacology improved the experimental outcomes and confidence when conducted before an isolated live tissue-based bioassay [ 46 ]. Moreover, a pilot study assessing the value of technology (Lecture Tools) as an active learning method in teaching pharmacokinetics and pharmacodynamics demonstrated a positive experience [ 45 ]. Lecture Tools is a cloud-based system that permits various question designs, student participation, and in-class evaluations [ 45 ]. Students can use any smart device, like laptops, tablets, or mobile phones, and take notes within the same slide of the teaching presentation [ 45 ]. Despite the provision of real-time interactions, there are limitations, including weak faculty preparedness for using this tool, the time required for preparing the lecture slides, and limited lecture time [ 45 ]. Other tools have also proven valuable for undergraduate and postgraduate pharmacy education, offering interactive and easily accessible sessions, such as Coursera and EdX platforms, Socrative, Yammer, and the Lecture Capture System [ 69 , 70 , 71 ].

Postgraduate supervision is crucial to students' success, emphasizing the need for high-quality and sufficient mentorship. Swedish PhD students indicated that poor supervision prolonged their studies and delayed the completion of their thesis projects [ 49 ]. Every student has the right to guarantee that their mentorship is provided by qualified supervisors capable of effectively mentoring postgraduate students. When interviewed, supervisors expressed a need for training regarding the required instructions, guidance, and clarification of their roles as mentors [ 49 ]. In a study by Yue et al., which investigated Master’s mentor competence, it was reported that a mentor’s development can be encouraged via supportive policy, time, and appropriate programs [ 50 ]. Secondly, the mentor’s competencies should be assessed through mentor training and evaluation [ 50 ]. Lastly, mentors should endorse all competencies voluntarily [ 50 ]. The dual-mentorship model is a promising key initiative to improve mentorship in postgraduate education. Soucy et al. advocated for the dual-mentored PhD model, where each student is supervised by two expert mentors from different organizations, leading to superior outcomes [ 48 ]. Graduates of this program demonstrated great success, graduating two years earlier than traditional Ph.D. program students without compromising the outcomes [ 48 ].

After discussing each theme in detail, we employed a visual presentation to summarize the major identified challenges (Fig.  6 ), offering educators and readers an overview of the current potential challenges. Understanding these barriers can ensure that postgraduate pharmacy programs are effective and subject to continuous improvement. Table S4 (Supplementary Material 3) provides a detailed explanation of the identified challenges.

A summary of the major recognized challenges from each of the three identified themes

Study recommendations

Based on the insights driven from this scoping review, we have synthesized and developed a conceptual framework outlining an optimal structure for Pharmacy postgraduate programs (Fig.  5 ). This framework elucidates evidence-based recommendations for universities to improve the educational experience for students and for refining pharmacy postgraduate programs. While implementing this framework, it is noteworthy that research and improvement efforts should be tailored to each program context and capacity.

This model can be utilized by various stakeholders. The use of such a model should be tailored to the specific target audience and the overall context. Several stakeholders could benefit from the model; for example, investigators could focus their research on a theme or a subcategory to develop and examine the effectiveness of an intervention. Likewise, postgraduate students could use this model to identify the key knowledge areas, skills, and competencies they need to master in order for them to stay ahead of the continuously changing demands of the job market. Additionally, educators, management teams, and administrators at postgraduate programs could use the model for the continuous development and refinement of their postgraduate programs.

This scoping review highlights various recommendations to be explored in future research efforts. First, all included studies were observational and descriptive, with only one randomized controlled trial (RCT) and a limited number of mixed-method studies. Thus, we suggest the need for well-designed RCTs and mixed-method research studies evaluating postgraduate programs focusing on the three presented themes. RCTs would provide valuable high-level evidence to support future research and practice applications. At the same time, mixed-method studies can facilitate the collection and evaluation of unique quantitative and qualitative data in individual program contexts. Second, future research should investigate educational programs from the need assessment and/or program objective development stage to the final evaluation of programs and their improvements. Exploring the utilization of well-established frameworks from the literature will allow the development of research and/or program evaluation following a systematic and comprehensive approach. Third, there are few publications on the assessment and evaluation methods. Accordingly, investigating this theme can provide valuable information on the effectiveness of the implemented programs and guide the process of program improvement and development. Fourth, our findings suggest that research involving MSc programs focuses more on courses, curriculum, and syllabus topics and less on training, competencies, and skills development. Given the growing need for competent professionals, investigating training and competencies within MSc programs will assist in preparing competent graduates. On the other hand, there were limited studies exploring courses and curriculum topics in PhD programs. Therefore, studies investigating the development or evaluation of PhD-tailored curricula and courses, particularly those focusing on competency-based education, should be considered in future research efforts. Finally, we have identified a need for additional international research efforts, from both developing and developed countries, to advance postgraduate pharmacy education on a global scale.

Study strengths and limitations

Strengths and limitations inherent to the scoping review.

It is noteworthy that this review is, to our knowledge, the first to systematically synthesize and chart available evidence on pharmacy postgraduate (MSc and PhD) education. Such a systematic approach offered many strengths relevant to conceptual and theoretical aspects and other strengths relevant to the standard methodology utilized in this scoping review. Studies discussed educational program implementation in detail, which provided a comprehensive overview and opportunity to learn from programs at various stages of implementation (i.e., both programs at advanced stages with successful implementation practices and nascent programs with identified improvement opportunities). The details provided in this review and in individual studies could be utilized to inform the implementation and improvement of other programs at the international level. Moreover, the included studies utilized diverse research methodologies and offered valuable insights into the current literature landscape on MSc and PhD pharmacy programs. The review also resulted in the development of an evidence-based conceptual framework for enhancing pharmacy postgraduate education. Further, included herein are outcomes of the examination of the postgraduate pharmacy educational curriculum, competency development, and assessment methods. Another strength of this study is the use of these defined themes to guide the framework constriction, analysis and presentation of findings. Additionally, methodological strengths included a) utilization of standard methodology (i.e., PRISMA-ScR) to conduct this review; b) employment of the framework proposed by Arksey and 'O'Malley for data synthesis and charting; c) utilization of a comprehensive search strategy documented in the supplementary material to increase the transparency and replicability of the search strategy; and d) utilization of major databases and journals relevant to the field of pharmacy education research to ensure comprehensiveness. Despite these strengths, this review has some limitations. Firstly, due to its scoping nature, the outcomes of the studies were not assessed using formal quality assessment tools; thus, interpretation of findings and efforts to implement any intervention or recommendation would require further investigation. However, to ensure the inclusion of high-quality data and to mitigate this limitation, we included articles from peer-reviewed journals only. Secondly, the included studies were descriptive and observational, with only one RCT. Thus, well-designed RCT studies evaluating pharmacy postgraduate programs are recommended for future research efforts. Lastly, the inclusion criteria were limited to studies published in English between 2011 and 2023; this might affect the inclusion of articles published in non-English or before 2011.

Limitations of the conceptual model

Although this model can provide a valuable foundation for developing collective, high-quality pharmacy postgraduate programs, there are some limitations to take into consideration before utilizing or interpreting the information provided, which include:

First, concerning methodological rigor, there is a need for a more robust and structured methodology for developing this model, such as the Delphi method, which would ultimately enhance its robustness. Nevertheless, the development of the model relied on a comprehensive literature review and synthesis. The model utilized a rich dataset originating from primary studies and implementing various research methodologies, e.g., survey research, qualitative interviews, and mixed-methods research. The various methodologies used in the primary studies, the various types of data originated and data qualities, as well as the unique experiences of various postgraduate programs, enriched this model and improved its quality.

Second is the issue of contextual applicability. Developing countries can find it difficult and costly to implement or adapt this model into their educational programs, mainly due to the cost and availability of necessary resources. For instance, certain components of the model could require expensive resources that are not readily affordable in low-income countries. Therefore, these educational programs should customize this model in a cost-effective approach, taking into consideration their available resources.

Finally, the consideration of stakeholders’ perspectives is crucial. Various stakeholders are required to provide their perspectives and input effectively to evaluate this model before its utilization. To elaborate, educators, program administrators, and employers representing the job market may find the model or some aspects of the model not applicable to their scope of interest or resources or may identify additional factors or priorities that are not explicitly addressed in the model.

Conclusions

Postgraduate pharmacy education represents a vital transition from undergraduate learning to unique, practice-oriented knowledge, preparing graduates for exceptional service across diverse pharmacy areas, topics, pursuits, and settings. Therefore, tailored pharmacy programs at higher education institutions must constantly evaluate various aspects of their educational systems with ongoing updates to remain relevant. This scoping review offered a wide breadth of evidence-based suggestions, recommendations, gaps, improvement opportunities, and conclusions pertaining to key areas of a) practice-oriented courses, curricula, and modules; b) performance-based assessments; c) real-world competencies, applied skills, and training; d) diverse tools and methods for teaching and learning; e) programs emphasizing the crucial role of mentorship and support in diverse pharmacy postgraduate topics. This review resulted in developing a conceptual framework, which can serve as a reverence for improving and developing Pharmacy postgraduate educational programs. Various opportunities for further research were also recognized to address various challenges and identified gaps in pharmacy postgraduate education.

Availability of data and materials

All data generated or analyzed during this study are included in this published article [and its supplementary information files].

Brazeau GA, Meyer SM, Belsey M, Bednarczyk EM, Bilic S, Bullock J, et al. Preparing pharmacy graduates for traditional and emerging career opportunities. Am J Pharm Educ. 2009 Dec 17;73(8):157. Available from: https://pubmed.ncbi.nlm.nih.gov/20221350 .

Scahill SL, Atif M, Babar ZU. Defining pharmacy and its practice: a conceptual model for an international audience. Integr Pharm Res Pract. 2017 May 12;6:121–9. Available from: https://pubmed.ncbi.nlm.nih.gov/29354558 .

Poloyac SM, Block KF, Cavanaugh JE, Dwoskin LP, Melchert RB, Nemire RE, et al. Competency, Programming, and Emerging Innovation in Graduate Education within Schools of Pharmacy: The Report of the 2016–2017 Research and Graduate Affairs Committee. Am J Pharm Educ. 2017 Oct;81(8):S11–S11. Available from: https://pubmed.ncbi.nlm.nih.gov/29200459 .

Doran MR, Lott WB. A duty of care. Trends Biochem Sci. 2013 Jan 1;38(1):1–2. Available from: https://pubmed.ncbi.nlm.nih.gov/23157921/ .

Wu-Pong S, Gobburu J, O’Barr S, Shah K, Huber J, Weiner D, et al. The future of the pharmaceutical sciences and graduate education: recommendations from the AACP Graduate Education Special Interest Group. Am J Pharm Educ. 2013 May 13;77(4):S2–S2. Available from: https://pubmed.ncbi.nlm.nih.gov/23716757 .

Hadi MA, Awaisu A. Postgraduate programs in clinical pharmacy and pharmacy practice: are we heading in the right direction? Am J Pharm Educ. 2010 May 12;74(4):72b-72b. Available from: https://pubmed.ncbi.nlm.nih.gov/20585434/ .

Pillai G, Chibale K, Constable EC, Keller AN, Gutierrez MM, Mirza F, et al. The Next Generation Scientist program: capacity-building for future scientific leaders in low- and middle-income countries. BMC Med Educ. 2018;18(1):233. Available from: https://doi.org/10.1186/s12909-018-1331-y .

Atif M, Razzaq W, Mushtaq I, Malik I, Razzaq M, Scahill S, et al. Pharmacy Services beyond the Basics: A Qualitative Study to Explore Perspectives of Pharmacists towards Basic and Enhanced Pharmacy Services in Pakistan. Int J Environ Res Public Health. 2020 Mar 31;17(7):2379. Available from: https://pubmed.ncbi.nlm.nih.gov/32244475 .

Al-Worafi YM. The challenges of pharmacy education in Yemen. Am J Pharm Educ. 2014 Oct 15;78(8):146. Available from: https://pubmed.ncbi.nlm.nih.gov/25386011 .

Bilal AI, Tilahun Z, Gebretekle GB, Ayalneh B, Hailemeskel B, Engidawork E. Current status, challenges and the way forward for clinical pharmacy service in Ethiopian public hospitals. BMC Health Serv Res. 2017 May 19;17(1):359. Available from: https://pubmed.ncbi.nlm.nih.gov/28526021 .

Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005F 1;8(1):19–32.

Article   Google Scholar  

Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Ann Intern Med. 2018O 2;169(7):467–73.

Moher D, Shamseer L, Clarke M, Ghersi D, Liberati A, Petticrew M, et al. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Rev Esp Nutr Humana y Diet. 2016;20(2):148–60.

Google Scholar  

Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan—a web and mobile app for systematic reviews. Syst Rev . 2016;5(1):210. Available from: https://doi.org/10.1186/s13643-016-0384-4 .

Medina MS, Tomsek JJ, Bowers-Pippin J. The use of mentors and partnerships in a preparing future faculty program at a Health Sciences Center. Curr Pharm Teach Learn. 2015;7(2):145–50. Available from: https://doi.org/10.1016/j.cptl.2014.11.008 .

Freitas MJ, Silva JV, Korrodi-Gregório L, Fardilha M. Non-stop lab week: A real laboratory experience for life sciences postgraduate courses. Biochem Mol Biol Educ. 2016 May 6;44(3):297–303. Available from: https://doi.org/10.1002/bmb.20947 .

Nikravanfard N, Khorasanizadeh F, Zendehdel K. Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran. Dev World Bioeth. 2017 Aug 1;17(2):77–83. Available from: https://doi.org/10.1111/dewb.12122 .

Zainal INA, Karim NAA, Soh YC, Suleiman AK, Khan TM, Hameed MA, et al. Key Elements of Pharmacoinformatics for the Degrees of Bachelor and Master of Pharmacy. Ther Innov Regul Sci. 2017 Apr 7;51(4):419–25. Available from: https://doi.org/10.1177/2168479017701977

Ahmed WS, Nebeker C. Assessment of research ethics education offerings of pharmacy master programs in an Arab nation relative to top programs worldwide: A qualitative content analysis. PLoS One. 2021 Feb 19;16(2):e0238755–e0238755. Available from: https://pubmed.ncbi.nlm.nih.gov/33606694 .

Fuhrmann CN, Halme DG, O’Sullivan PS, Lindstaedt B. Improving graduate education to support a branching career pipeline: recommendations based on a survey of doctoral students in the basic biomedical sciences. CBE Life Sci Educ. 2011;10(3):239–49. Available from: https://pubmed.ncbi.nlm.nih.gov/21885820 .

Eddington (Chair) ND, Aubé J, Das SK, Ellingrod VL, Hansen R, Madhavan SS, et al. Report of the 2014–2016 AACP Research and Graduate Affairs Committee. Am J Pharm Educ. 2016 Nov 25;80(9):S21. Available from: http://www.ajpe.org/content/80/9/S21.abstract .

Barrett JE, McGonigle P, Clark JE. Graduate Education in Pharmacology: Addressing the need for specialized training for pharmaceutical and biotechnology careers. Pharmacol Res. 2016;113:327–31. Available from: https://www.sciencedirect.com/science/article/pii/S1043661816308453 .

Lypson ML, Prince MEP, Kasten SJ, Osborne NH, Cohan RH, Kowalenko T, et al. Optimizing the post-graduate institutional program evaluation process. BMC Med Educ. 2016 Feb 17;16:65. Available from: https://pubmed.ncbi.nlm.nih.gov/26887758 .

Allen GM, Chisholm O. Postgraduate Education in Pharmaceutical Medicine in Australia: Evaluation and Evolution to a Global Program Over 20 Years. Ther Innov Regul Sci. 2018 Oct 5;53(5):654–60. Available from: https://doi.org/10.1177/2168479018793129 .

Keller F, Dhaini S, Briel M, Henrichs S, Höchsmann C, Kalbermatten D, et al. How to Conceptualize and Implement a PhD Program in Health Sciences-The Basel Approach. J Med Educ Curric Dev. 2018 Apr 24;5:2382120518771364–2382120518771364. Available from: https://pubmed.ncbi.nlm.nih.gov/29780889 .

Chisholm O. Curriculum Transformation: From Didactic to Competency-Based Programs in Pharmaceutical Medicine. Front Pharmacol. 2019 Mar 21;10:278. Available from: https://pubmed.ncbi.nlm.nih.gov/30949056 .

Koster AS, Mantel-Teeuwisse AK, Woerdenbag HJ, Mulder WMC, Wilffert B, Schalekamp T, et al. Alignment of CanMEDS-based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands. Pharm (Basel, Switzerland). 2020 Jul 10;8(3):117. Available from: https://pubmed.ncbi.nlm.nih.gov/32664306 .

Gu J, Liu Y, Xu F, Zhang Y, Shao R, Lu T, et al. Development and challenges of professional Master of pharmacy education in China. J Chinese Pharm Sci. 2021;30(1):69–78.

Poloyac SM, Empey KM, Rohan LC, Skledar SJ, Empey PE, Nolin TD, et al. Core competencies for research training in the clinical pharmaceutical sciences. Am J Pharm Educ. 2011 Mar 10;75(2):27. Available from: https://pubmed.ncbi.nlm.nih.gov/21519417 .

Newton GD, Hagemeier NE. A curriculum development simulation in a graduate program. Am J Pharm Educ. 2011 Nov 10;75(9):184. Available from: https://pubmed.ncbi.nlm.nih.gov/22171112 .

Garces H, Black EP. Corporate communication strategies are applicable for teaching non-science communication skills to pharmaceutical sciences PhD students. Curr Pharm Teach Learn. 2015;7(2):265–72. Available from: https://www.sciencedirect.com/science/article/pii/S1877129714001579 .

Ponzio NM, Alder J, Nucci M, Dannenfelser D, Hilton H, Linardopoulos N, et al. Learning Science Communication Skills Using Improvisation, Video Recordings, and Practice, Practice, Practice. J Microbiol Biol Educ. 2018 Mar 30;19(1):19.1.15. Available from: https://pubmed.ncbi.nlm.nih.gov/29904514 .

Colmenares EW, McLaughlin JE, Morbitzer KA, Eckel SF. Development and perceived value of a master’s degree in health-system pharmacy administration training. Am J Heal Pharm. 2021 Jan 1;78(1):74–9. Available from: https://doi.org/10.1093/ajhp/zxaa338 .

McLaughlin JE, Minshew LM, Gonzalez D, Lamb K, Klus NJ, Aubé J, et al. Can they imagine the future? A qualitative study exploring the skills employers seek in pharmaceutical sciences doctoral graduates. PLoS One. 2019 Sep 9;14(9):e0222422–e0222422. Available from: https://pubmed.ncbi.nlm.nih.gov/31498853 .

Lebovitz L, Swaan PW, Eddington ND. Trends in Research and Graduate Affairs in Schools and Colleges of Pharmacy, Part 2: Students. Am J Pharm Educ. 2020 May 1;84(5):7642. Available from: http://www.ajpe.org/content/84/5/7642.abstract .

Panczyk M, Cieålak I, Zarzeka A, Jaworski M, Gotlib J. Effective training of phd students with evidence-based pharmacy ñ the use of online multi-module course. Acta Pol Pharm - Drug Res. 2019;76(1):185–94.

Gajbhiye S, Tripathi R, Parmar U, Khatri N, Potey A. Critical appraisal of published research papers - A reinforcing tool for research methodology: Questionnaire-based study. Perspect Clin Res. 2019/05/14. 2021;12(2):100–5. Available from: https://pubmed.ncbi.nlm.nih.gov/34012907 .

Robinson GFWB, Moore CG, Mctigue KM, Rubio DM, Kapoor WN. Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review. Clin Transl Sci. 2015;8(6):770–5.

Leak RK, O’Donnell LA, Surratt CK. Teaching Pharmacology Graduate Students how to Write an NIH Grant Application. Am J Pharm Educ. 2015 Nov 25;79(9):138. Available from: https://pubmed.ncbi.nlm.nih.gov/28435165 .

Bloom TJ, Hall JM, Liu Q, Stagner WC, Adams ML. Developing an Assessment Process for a Master’s of Science Degree in a Pharmaceutical Sciences Program. Am J Pharm Educ. 2016 Sep 25;80(7):125. Available from: https://pubmed.ncbi.nlm.nih.gov/27756933 .

Abu Farha R, Mukattash T, Al-Delaimy W. Predictors of Plagiarism Research Misconduct: A Study of Postgraduate Pharmacy Students in Jordan. J Acad Ethics. 2020;(0123456789). Available from: https://doi.org/10.1007/s10805-020-09386-x .

Swedan S, Khabour OF, Alzoubi KH, Aljabali AAA. Graduate students reported practices regarding the issue of informed consent and maintaining of data confidentiality in a developing country. Heliyon. 2020 Sep 19;6(9):e04940–e04940. Available from: https://pubmed.ncbi.nlm.nih.gov/32995624 .

Alcorn SR, Cheesman MJ. Technology-assisted viva voce exams: A novel approach aimed at addressing student anxiety and assessor burden in oral assessment. Curr Pharm Teach Learn. 2022M;14(5):664–70.

Richardson A, Bracegirdle L, McLachlan SIH, Chapman SR. Use of a three-dimensional virtual environment to teach drug-receptor interactions. Am J Pharm Educ. 2013 Feb 12;77(1):11. Available from: https://pubmed.ncbi.nlm.nih.gov/23459131 .

Swanson HI, Piascik MT. A Pilot Study on the Use of Lecture Tools to Enhance the Teaching of Pharmacokinetics and Pharmacodynamics. J Med Educ Curric Dev. 2014 Jan 1;1:JMECD.S19011. Available from: https://doi.org/10.4137/JMECD.S19011 .

Jalgaonkar S V, Joshi SS, Gajbhiye S V, Singh KNM, Sayyed MP. Perception of postgraduate students in pharmacology toward animal simulation model. Indian J Pharmacol. 2019;51(6):400–6. Available from: https://pubmed.ncbi.nlm.nih.gov/32029962 .

Volodymyrovych TY, Tetiana K, Yaroslavovych TB. Experience in Using Peer-to-Peer Platforms and Immersive Technologies in the Training of Future Masters of Pharmacy in Medical Lyceum. Int J Comput Sci Netw Secur. 2022;22(2):23–8.

Soucy K, Fairhurst RM, Lynn GM, Fomalont K, Wynn TA, Siegel RM. Breaking the Mold: Partnering with the National Institutes of Health Intramural Research Program to Accelerate PhD Training. Trends Immunol. 2016;37(12):813–5. Available from: https://doi.org/10.1016/j.it.2016.10.005 .

Raffing R, Jensen TB, Tønnesen H. Self-reported needs for improving the supervision competence of PhD supervisors from the medical sciences in Denmark. BMC Med Educ. 2017 Oct 23;17(1):188. Available from: https://pubmed.ncbi.nlm.nih.gov/29058586 .

Yue J-J, Chen G. An exploration of the structure of pharmaceutical mentors’ competence at universities in Western China. Stud Educ Eval. 2019;63:1–8. Available from: https://www.sciencedirect.com/science/article/pii/S0191491X1930001X .

Masic I, Hodzic A, Mulic S. Ethics in medical research and publication. Int J Prev Med. 2014 Sep;5(9):1073–82. Available from: https://pubmed.ncbi.nlm.nih.gov/25317288 .

Stankovic B, Stankovic M. Educating about biomedical research ethics. Med Heal Care Philos. 2014;17(4):541–8. Available from: https://doi.org/10.1007/s11019-014-9561-1 .

Brownell SE, Tanner KD. Barriers to faculty pedagogical change: lack of training, time, incentives, and..tensions with professional identity? CBE Life Sci Educ. 2012;11(4):339–46. Available from: https://pubmed.ncbi.nlm.nih.gov/23222828 .

Smith CR, Delgado C. Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare? CBE Life Sci Educ. 2021 Mar;20(1):ar2–ar2. Available from: https://pubmed.ncbi.nlm.nih.gov/33444107 .

Koblinsky SA, Hrapczynski KM, Clark JE. Preparing future faculty and professionals for public health careers. Am J Public Health. 2015 Mar;105 Suppl(Suppl 1):S125–31. Available from: https://pubmed.ncbi.nlm.nih.gov/25706007 .

Fox BI, Flynn AJ, Fortier CR, Clauson KA. Knowledge, skills, and resources for pharmacy informatics education. Am J Pharm Educ. 2011 Jun 10;75(5):93. Available from: https://pubmed.ncbi.nlm.nih.gov/21829267 .

Khan RA, Spruijt A, Mahboob U, van Merrienboer JJG. Determining “curriculum viability” through standards and inhibitors of curriculum quality: a scoping review. BMC Med Educ. 2019 Sep 5;19(1):336. Available from: https://pubmed.ncbi.nlm.nih.gov/31488128 .

Ten Cate O. Competency-Based Postgraduate Medical Education: Past, Present and Future. GMS J Med Educ . 2017 Nov 15;34(5):Doc69–Doc69. Available from: https://pubmed.ncbi.nlm.nih.gov/29226237 .

Kerdijk W, Snoek JW, van Hell EA, Cohen-Schotanus J. The effect of implementing undergraduate competency-based medical education on students’ knowledge acquisition, clinical performance and perceived preparedness for practice: a comparative study. BMC Med Educ. 2013 May 27;13:76. Available from: https://pubmed.ncbi.nlm.nih.gov/23711403 .

van der Vleuten CPM. Competency-based education is beneficial for professional development. Perspect Med Educ. 2015 Dec;4(6):323–5. Available from: https://pubmed.ncbi.nlm.nih.gov/26553242 .

Council NR. Research Training in the Biomedical, Behavioral, and Clinical Research Sciences. Washington, DC: The National Academies Press; 2011. Available from: https://www.nap.edu/catalog/12983/research-training-in-the-biomedical-behavioral-and-clinical-research-sciences .

Karamizadeh Z, Zarifsanayei N, Faghihi AA, Mohammadi H, Habibi M. The study of effectiveness of blended learning approach for medical training courses. Iran Red Crescent Med J. 2012/01/01. 2012 Jan;14(1):41–4. Available from: https://pubmed.ncbi.nlm.nih.gov/22737553 .

Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. The Effectiveness of Blended Learning in Health Professions: Systematic Review and Meta-Analysis. J Med Internet Res. 2016 Jan 4;18(1):e2–e2. Available from: https://pubmed.ncbi.nlm.nih.gov/26729058 .

Touloumakos AK. Expanded Yet Restricted: A Mini Review of the Soft Skills Literature. Front Psychol. 2020 Sep 4;11:2207. Available from: https://pubmed.ncbi.nlm.nih.gov/33013574 .

Persky AM, Medina MS, Castleberry AN. Developing Critical Thinking Skills in Pharmacy Students. Am J Pharm Educ . 2019 Mar;83(2):7033. Available from: https://pubmed.ncbi.nlm.nih.gov/30962645 .

Chimea T La, Kanji Z, Schmitz S. Assessment of clinical competence in competency-based education. Can J Dent Hyg CJDH = J Can l’hygiene Dent JCHD. 2020 Jun 1;54(2):83–91. Available from: https://pubmed.ncbi.nlm.nih.gov/33240368 .

Gruppen LD, Mangrulkar RS, Kolars JC. The promise of competency-based education in the health professions for improving global health. Hum Resour Health. 2012 Nov 16;10:43. Available from: https://pubmed.ncbi.nlm.nih.gov/23157696 .

Adams NE. Bloom’s taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152–3. Available from: https://pubmed.ncbi.nlm.nih.gov/26213509 .

Subhi Y, Andresen K, Bojsen SR, Nilsson PM, Konge L. Massive open online courses are relevant for postgraduate medical training. Dan Med J. 2014;61(10):1–5.

Munusamy S, Osman A, Riaz S, Ali S, Mraiche F. The use of Socrative and Yammer online tools to promote interactive learning in pharmacy education. Curr Pharm Teach Learn. 2019;11(1):76–80. Available from: https://www.sciencedirect.com/science/article/pii/S1877129717300709 .

Hussain FN, Al-Mannai R, Diab MI, Agouni A. Investigating the use of a lecture capture system within pharmacy education: Lessons from an undergraduate pharmacy program at Qatar University. Int J Educ Technol High Educ. 2020;17(1):1–14.

Download references

The College of Pharmacy, Qatar University provided the funding for the publication of this article. 

Author information

Authors and affiliations.

Department of Pharmacy, Aspetar Orthopedic and Sports Medicine Hospital, Doha, Qatar

Dana ElKhalifa

College of Pharmacy, QU Health, Qatar University, Doha, Qatar

Ola Hussein & Mohamed Izham Mohamed Ibrahim

Department of Pharmacy, Al-Maarif University College, Ramadi, Iraq

Abeer Hamid

Department of Pharmacy, Aman Hospital, Doha, Qatar

Nour Al-Ziftawi

Clinical Imaging Department, Hamad General Hospital, Doha, Qatar

Israa Al-Hashimi

You can also search for this author in PubMed   Google Scholar

Contributions

DK, OH, & MI worked on developing the study protocol. DK, OH, & NA screened and identified eligible articles. DK, OH, & AH grouped the studies, extracted the required data, and summarized the results. DK drafted the initial manuscript. AH, IA, & MI revised and edited the manuscript. MI supervised all the steps and provided guidance and feedback throughout the whole process of constructing this review. All the authors read and approved the final manuscript.

Corresponding authors

Correspondence to Dana ElKhalifa or Mohamed Izham Mohamed Ibrahim .

Ethics declarations

Ethics approval and consent to participate.

Not applicable.

Consent for publication

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’ s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., supplementary material 2., supplementary material 3., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ .

Reprints and permissions

About this article

Cite this article.

ElKhalifa, D., Hussein, O., Hamid, A. et al. Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review. BMC Med Educ 24 , 989 (2024). https://doi.org/10.1186/s12909-024-05820-5

Download citation

Received : 24 April 2024

Accepted : 25 July 2024

Published : 11 September 2024

DOI : https://doi.org/10.1186/s12909-024-05820-5

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Postgraduate

BMC Medical Education

ISSN: 1472-6920

• General enquiries: [email protected]

• Office of the Provost >
• Communications >

UB School of Pharmacy and Pharmaceutical Sciences hosts 2024 Welcome Week for incoming students

By Samantha Nebelecky

Published September 12, 2024

Related Links

• Orientation and Welcome Week photo gallery
• White Coat Ceremony photo gallery
• White Coat Ceremony recording

BUFFALO, N.Y. – During 2024 Welcome Week, the University at Buffalo (UB) School of Pharmacy and Pharmaceutical Sciences (SPPS) welcomed incoming students with a series of events including a multi-day orientation program, White Coat Ceremony for first-year PharmD students and our annual school-wide picnic.

White Coat Ceremony: August 22

One hundred and forty-three PharmD students from the Class of 2028, one of our largest PharmD classes on record, began their journey to becoming pharmacists at our 22 nd annual White Coat Ceremony, held on August 22 in the Center for the Arts on North Campus.

The White Coat Ceremony marks a significant milestone, signifying entrance into the initial stages of the profession of pharmacy practice. It symbolizes a commitment to excellence in providing compassionate patient care and emphasizes the importance of scientific scholarship. The ceremony also reinforces the highest standards of moral, ethical, and legal conduct, officially welcoming our UB PharmD students as they embark on their journey to becoming pharmacy professionals.

During the “Calling of the Class,” Nicole Albanese, PharmD, assistant dean for Student Success and Engagement, recognized students as they crossed the stage wearing their time-honored white coats.

“White Coat Ceremonies are milepost events for academic programs as well as for the students in those programs,” said Gary M. Pollack, PhD, dean, UB SPPS. “For us, it marks our embrace of a new cohort of student pharmacists, students who are going to be future professionals and colleagues. For students, it marks the transition from being an undergraduate or graduate student to being a professional doctoral student.”

Kari Mergenhagen, PharmD, infectious diseases pharmacy manager, VA Western New York HealthCare System, delivered the keynote address. “As you accept your white coat, let this serve as not just a commitment to our profession, but also to our future patients. The white coat is a symbol of what it means to be a healthcare professional. It represents compassion, integrity and dedication. It is a symbol of the trust that society places upon us as pharmacists.”

Orientation: August 22-23

On August 22-23, our incoming PharmD and pharmaceutical sciences students engaged in orientation sessions   to familiarize themselves with school policies, meet representatives from student organizations and connect with faculty and staff who will provide essential support and mentorship throughout their academic journey.

Students were introduced to our supportive Office of Student Success and Engagement, heard valuable success tips from our current students and learned about advising and professional development opportunities.

New undergraduate pharmacy and pharmaceutical sciences students also visited the pharmacy school as part of UB’s undergraduate welcome weekend. Students enjoyed an ice cream social and participated in pharmaceutical sciences and goal setting activities.

School Picnic: August 29

Welcome Week for our incoming students concluded with our annual school-wide picnic, hosted by our School of Pharmacy Student Association on the Pharmacy Building lawn for all faculty, staff and students.

Our Non-Pharmacy Options club organized lawn games, friendly competitions and a kickball game as a way for everyone to reconnect and celebrate the start the fall semester.

For over 135 years, the University at Buffalo School of Pharmacy and Pharmaceutical Sciences has continually been a leader in the education of pharmacists and pharmaceutical scientists, renowned for innovation in clinical practice and research. The school is accredited by the American Council of Pharmaceutical Education and is the No. 1 ranked school of pharmacy in New York State and No. 19 in the United States by U.S. News & World Report.

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

PhD Excellence Initiative

A campus-wide, student-centric effort to ensure that UB’s PhD programs remain among the strongest in the world.

Recent University News

• 9/13/24 Training WNY’s new sustainability workforce
• 9/12/24 First Staged Reading for "A Crack in the Egg," A New Rock Musical by UB Students
• 9/12/24 Nursing researcher to attend White House Extreme Heat Summit
• 9/12/24 UB Appoints Michael Oldani Executive Director for IPE
• 9/12/24 Construction Will Impact Crofts Parking Lot Throughout 2024