Domeinspecifiek referentiekader & Raam plan Farmacie 2016

Developments in the pharmaceutical domain require a review of the pharmacy
curriculum in the Netherlands. That was the key recommendation arising from a
number of working conferences on the future of pharmacy education in 2013 and
2014. Educators from both the Bachelor’s and the Master’s pharmacy degree programs
participated in the conferences, as well as representatives from the Royal Dutch
Pharmacists Association (KNMP).
In 2015 the above mentioned parties expressed the need for a document describing
the current situation within the professional pharmaceutical domain and an update
of the 2006 pharmacy competence framework. In 2016 this resulted in two documents:
1) a domain specific frame of reference describing the present state of pharmacy and
2) a competency framework outlining the desired learning outcomes for pharmacists
graduating from Universities in the Netherlands.
The pharmacy-specific frame of reference outlines the current state of affairs of pharmacy
in the Netherlands. It also describes a number of developments in the pharmaceutical
domain, as well as the objectives and legal framework of pharmacy education
in the Netherlands.
The pharmacist’s field of knowledge can be divided into product expertise, pharmacotherapeutic
expertise and knowledge of the efficacy of medicines. These are linked to
the pharmacist’s tasks and responsibilities in the areas of product care, pharmaceutical
patient care, medication policy, quality care and research, education, and innovation.
In the last few decades, pharmacy has evolved from a product-oriented to a patientoriented
profession. Consequently, the pharmacist now assumes a more active role in
direct patient care, which requires some reorientation for the pharmacy curriculum.
Future developments in the pharmacy domain are also focal points to be considered.
These include new advanced routes of administration of medication, cell and gene
therapy, the demand for ‘precision-medicine’, as well as a changing relationship
between patient and healthcare provider, with the pharmacist as a knowledge manager.
This has led to the addition of new courses such as molecular biology and psychology
to the curriculum, as well as a greater need for the development of ‘new’ competencies,
such as leadership.