ArticleBMC medical education2025
Core competencies in pharmaceutical education: a Chinese student perspective.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
backgroundFrom the students' perspective, the research evaluates their views on core competencies and their own developmental needs within pharmaceutical education, attempting to explore potential pathways for optimizing students' core competencies. This study seeks to enhance students' core competencies, enrich learning and development theories, and establish a basis and reference for cultivating high-caliber pharmaceutical talents.
methodsEstablishing a core competency index system for pharmacy major, a survey questionnaire comprising 41 items across four dimensions (knowledge, skills, abilities, and values) was designed. Using stratified cluster sampling, 919 valid responses were collected. Descriptive statistics, variance analysis, and chi-square test were used to analyze the perceptions of pharmaceutical students on core competencies' importance for professional growth and their satisfaction with teaching, and to examine disparities in the development of core competencies among different groups of students.
resultsThe study revealed deficiencies in pharmaceutical students' core competencies regarding artificial intelligence, pharmaceutical application, medical care, etc. Differential analysis indicated that significant differences across education levels: undergraduates prioritized foundational knowledge and ethical norms, while postgraduates emphasized project-based learning and ability improvement. Students with work or project experience placed higher value on knowledge application, systematic thinking, strategic capabilities, and innovative technologies such as artificial intelligence.
conclusionThis study evaluates pharmaceutical core competency education from the student perspective, revealing their perceptions of developmental requirements. The research proposes an optimization pathway: the curriculum reform of pharmaceutical higher education should be scientific, general, innovative, practical and humanistic, thereby providing a reference for reforming pharmaceutical higher education.
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Registered trials
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