Abstract
Purpose: In health professions education, capstone courses provide students with a culminating experience, enabling them to integrate and apply clinical and practice skills in real-world settings. With their growing adoption in Doctor of Pharmacy (PharmD) curricula, this study examined the prevalence, diversity, and structure of capstone courses across US programs. The aim was to identify emerging patterns that can inform the development of models aligned with accreditation standards, workforce expectations, and ongoing curricular improvement.
Methods: A systematic content analysis of 142 US pharmacy program websites was performed. The recorded data included course objectives, format, credit hours, course placement, teaching methods, and assessment of student learning. Additionally, an inductive qualitative analysis of the course descriptions was conducted to gain further insights into course implementation.
Results: A total of 143 capstone courses across 87 pharmacy programs were identified. The most common capstone courses included comprehensive pharmacy review, pharmacotherapy review, capstone seminars and grand rounds, and capstone research/projects. Semester credit hours dedicated to capstone courses varied from 0 to 6.0 (median=2.0, mean=1.99). Capstone pharmacotherapy review courses had the highest average credit hour (2.75 ± 1.61) followed by comprehensive review (2.54 ± 1.56), professional development (2.0 ± 2.10), capstone seminars and grand rounds (1.72 ± 1.09), and capstone research/projects (1.54 ± 1.37). Non-credit milestone assessment courses act as readiness checkpoints for student progression. The third professional year had the highest concentration of capstone courses. Teaching strategies included interactive lectures, group discussions, practicum experiences, simulated patient encounters, project-based learning, research, and other activities.
Conclusion: Most U.S. pharmacy programs offer capstone courses with varying structures, formats, and objectives. These courses integrate knowledge, refine clinical skills, and enhance professional readiness. The findings of this study provide a roadmap for health profession education programs, guiding the development of capstone experiences, ultimately enhancing the preparedness of future healthcare leaders.
Recommended Citation
Islam, Mohammed A.; Kohzadi, Erfan; and Zamirian, Laleh
(2026)
"Varieties and Forms of Capstone Experiences in U.S. Pharmacy Education,"
Health Professions Education: Vol. 12:
Iss.
1, Article 13.
DOI: 10.55890/2452-3011.1384
Available at:
https://hpe.researchcommons.org/journal/vol12/iss1/13
