Professional Documents
Culture Documents
Richard P. McCall
St. Louis College of Pharmacy, 4588 Parkview Place, St. Louis MO 63110
This study presents the results of a survey of the 81 colleges of pharmacy affiliated with the American
Association of Colleges of Pharmacy regarding requirements of physics in the pre-pharmacy curriculum.
Responses included the number of semesters/quarters required, credit hours, group of students for whom
the course is designed, mathematical basis, and length of time the physics requirement has been in place.
Comments were made regarding strengths and weaknesses of the physics course at those colleges
requiring physics, as well as reasons why physics is not required in the curriculum at the other colleges.
2. How many semesters (sem.) or quarters (qu.) of physics are required? (Percentages are calculated based on 59 colleges that answered “Yes” to
Question 1.)
1 sem.: 25 (42.4%) 1 qu.: 2 (3.4%)
2 sem.: 27 (45.8%) 2 qu.: 2 (3.4%)
3 qu.: 3 (5.1%)
3. What is the total number of credit hours (sh: semester hours, qh: quarter hours) to be earned in the physics course(s)? (Percentages are cal-
culated based on 59 colleges that answered “Yes” to Question 1.)
3 sh: 5 (8.5%) 6 sh: 8 (13.6%) 4 qh: 2 (3.4%)
4 sh: 20 (33.9%) 8 sh: 16 (27.1%) 8 qh: 2 (3.4%)
5 sh: 1 (1.7%) 10 sh: 2 (3.4%) 15 qh: 3 (5.1%)
4. For what group of students is the physics course designed? (The total percentage is greater than 100% because five colleges indicated their
students could take physics for pre-professional majors or for engineering and science majors. Percentages are calculated based on 53 colleges
that answered this question.)
Pharmacy majors only: 9 (17.0%)
Pre-professional majors: 41 (77.4%)
Engineering and science: 8 (15.1%)
5. What mathematical basis is used in the physics course? (The total percentage is greater than 100% because eight colleges indicated their stu-
dents could take physics with or without calculus. Percentages are calculated based on 55 colleges that answered this question.)
Algebra/trigonometry (no calculus) 41 (74.5%)
Calculus, with algebra/trigonometry 22 (40.0%)
6. How long has the physics course been in your curriculum? (Percentages are calculated based on 55 colleges that answered this question.)
Less than 3 years 5 (9.1%)
At least 3 years, but less than 5 years 3 ( 5.5%)
At least 5 years, but less than 10 years 4 ( 7.3%)
At least 10 years 43 (78.2%)
past, and if so, when it was dropped from the curriculum. This require four semester hours, 16 colleges (27.1 percent) that
section also included a question about whether physics is rec- require eight semester hours, and eight colleges (13.6 percent)
ommended as an elective. Finally, an open-ended question that require six semester hours.
requested comments on why physics is not a required course. Physics is normally taught as part of a pre-professional
The survey was sent to the deans of 81 colleges (or curriculum for pre-medical, pre-optometry, pre-dental, and
schools) of pharmacy affiliated with AACP. After five weeks, architecture majors or as a course for engineering, chemistry,
another copy of the survey was sent to those who had not physics, and math majors. The survey reveals that most pre-
responded. In all, there were 76 (93.8 percent) deans or their pharmacy students take these courses, but at some schools a
representatives who responded. The results of the survey are physics course has been designed specifically for pre-pharma-
described in the next three sections. cy students (Table I, Question 4). There were 41 colleges (77.4
percent of 53 colleges that answered this question) that indi-
RESULTS OF COLLEGES THAT REQUIRE PHYSICS cated their students take physics for pre-professional majors,
The results of the first six questions of the survey are shown in while eight (15.1 percent) indicated that their students take
Table I. To the first question, “Does your pharmacy school/col- physics for engineering and science majors. Of those men-
lege require students to take a course or sequence of courses in tioned here, five colleges (9.4 percent) indicated that their stu-
introductory physics in the pre-pharmacy curriculum?” there dents could take either course. Nine colleges (17.0 percent)
were 59 colleges (77.6 percent of the 76 that responded) that indicated their students take a course for pre-pharmacy majors
answered “Yes.” Of these 59 colleges, 25 (42.4 percent) only.
require one semester of physics, while 27 (45.8 percent) The mathematical basis for physics is usually either alge-
require two semesters; two colleges (3.4 percent) require only bra/trigonometry-based or calculus-based. There were 41 col-
one quarter, two colleges (3.4 percent) require two quarters, leges (74.5 percent of the 55 colleges that answered this ques-
and three colleges (5.1 percent) require three quarters of tion) that indicated that their students take the
physics (Table I, Question 2). These last two categories rough- algebra/trigonometry course, while 22 colleges (40.0 percent)
ly equate to two semesters, so that of the 59 colleges, 27 (45.8 said their students take the calculus-based course. Eight (14.5
percent) require one course in physics, and 32 (54.2%) require percent) of these colleges said their students could take either
the equivalent of a full year of physics. course (Table I, Question 5).
To Question 3 of the survey, Table I shows that the total Question 6 was “How long has the physics course been in
number of credit hours to be earned range from three to 10 your curriculum?” Of the 55 colleges that require physics and
semester hours and four to 15 quarter hours. There are 20 col- answered this question, 43 (78.2 percent) have required the
leges of the 59 colleges that responded (33.9 percent) that course for 10 years or more. There are 12 colleges (21.8 per-
cent) that have required physics for less than 10 years (Table I, RESULTS OF COLLEGES THAT DO NOT REQUIRE
Question 6). Five of these 12 colleges have been in existence PHYSICS
for less than 10 years and have required physics for their entire To the question, “Does your pharmacy school/college require
time of operation. Four colleges have existed for only three students to take a course or sequence of courses in introducto-
years or less. ry physics in the pre-pharmacy curriculum?” there were 17 col-
leges (22.3 percent of the 76 that responded) that answered
COMMENTS ON THE PHYSICS COURSES “No” (Table I, Question 1). These respondents were directed to
There was a wide range of responses to the next two questions Section II, which had four questions listed. The results of the
about strengths and weaknesses of the physics courses. first three questions are shown in Table II.
Because of a variety of admissions policies, students often can To the next question about whether physics has ever been
take courses at any one of several campuses, so many of the required, there were 15 colleges who responded. Of the 15 col-
responses indicated that any strengths or weaknesses depended leges, nine (60.0 percent) required physics at some time in the
on where students took the course. past and six (40.0 percent) never required physics (Table II,
Strengths of the courses included such descriptions as Question 1). Of the nine colleges that required physics in the
“rigorous,” “informative,” “demanding,” “very comprehen- past, three (33.3 percent) of them dropped this requirement less
sive,” “a good introductory course,” “an important sequence,” than three years ago, two (22.2 percent) dropped the require-
“an important opportunity to develop problem solving skills,” ment at least five years ago but less than ten years ago, and four
“provides sufficient knowledge base,” “course uses calculus ... (44.4 percent) dropped the requirement at least ten years ago
weeds out students.” Other comments such as “feeds nicely (Table II, Question 2).
into...,” “in a curriculum thread that includes...,” “prepares The colleges were asked if they recommended that
students well for...” went with various courses or content physics be taken as an elective to fill general science require-
including “physical pharmacy,” “biopharmaceutics,” and ments. Of the 14 colleges that responded to this question, only
“physico-chemical concepts.” four (28.6 percent) answered “Yes,” while ten (71.4 percent)
Descriptions of weaknesses of the courses included indicated that they do not recommend it (Table II, Question 3).
“depends on the college teaching the course,” “could be inte- Section II of the survey also included a question asking
grated better,” “curriculum thread not as well integrated as it why a sequence of courses in physics is not a required part of
could be,” “one semester course - major topics not covered,” the curriculum. The following are some of the responses:
“no control over course,” “many students are disgruntled with
how physics is taught,” “difficult to comprehend.” Several col- • “faculty did not feel physics was necessary”
leges that require only one semester made comments such as • “it would make pre-pharmacy curriculum longer than two
“course does not address electricity, light, or modern physics,” years”
“no nuclear (physics),” and “major topics are not covered.” • “the professional schedule of studies does not require
Other comments on weaknesses addressed administrative con- physics”
cerns such as large sections, class closures, and requirements • “physics was replaced with another course”
for transfer students. • “physics was not perceived as having relevant applicabili-
From those colleges whose physics courses were designed ty to the ... curriculum”
for pharmacy majors, comments on strengths and weaknesses • “no room ... we put in biostats as a pre-pharmacy require-
included the following: “course developed in consultation ment”
with pharmacy curriculum committee;” “worked with physics • “no relationship was seen between physics and the curric-
department to design a course for our needs;” “joint effort by ular outcomes or goals”
pharmacy and physics;” “biological topics emphasized;” • “priority had to be given to other coursework”
“course content specifically oriented toward pharmacy;” “very • “switched from quarter system to semester system no
good core of physics professors and excellent facilities;” room for physics”
“physics department was not supportive of change;” and “dif- • “physics was viewed as an impediment to the liberally
ficult to find qualified faculty to teach courses.” educated pharmacist”
• “physics faculty (thought) suffering and humility were
essential elements of physics appreciation”
Table IV. Physics requirements at colleges of pharmacy with or without a PhD program
One or more PhD programs (n = 76)a No Ph.D program (n = 76)a
55 (72.4%) 21 (27.6%)
• “students are required to take either quantitative chemistry comments by the respondents made this clear as well. One rep-
or physics, most take physics” resentative stated, “My personal preference for many years is
• “students with no high school physics or with grade below that we not require physics, but I have not been able to con-
B are required to take one semester of physics in college” vince a majority of the faculty.” Another said, “One four-hour
course is considered too much for some, not enough for others.
TYPE OF INSTITUTION Thus your survey, I presume!” Another stated, “Do you really
Responses to the survey were investigated according to public need physics? Is it a pre-requisite for anything in the profes-
or private status and according to graduate status; i.e., the pres- sional program?” At one college where physics is not required,
ence of one or more PhD programs. A college was considered its representative stated with strong displeasure that physics
to have a PhD program if it had one or more students enrolled was removed from their new PharmD program.
in such a program(8). The comments from respondents at those colleges where
Of the 76 respondents, 53 colleges (69.7 percent) are affil- the physics course is designed for pharmacy majors indicated
iated with publicly supported institutions, while 23 (30.3 per- that pharmacy faculty are generally supportive of physics in
cent) are privately funded. Of the 53 public colleges, 43 (81.1 the curriculum. As stated previously, comments on the
percent) require physics, whereas at the 23 private colleges, 16 strengths of these courses included their emphasis on biologi-
(69.6 percent) require physics (Table III). cal applications. Typically, physics courses for pre-profession-
In addition, 55 (72.4 percent) of the 76 respondents have al majors do not emphasize biological applications, but, rather,
PhD programs and 21 (27.6 percent) do not have a PhD pro- they include a broad spectrum of applications of interest to
gram. Of the 55 colleges with PhD programs, 46 (83.6 percent) many areas, even though these courses usually contain a major-
require physics, while of the 21 colleges that have no PhD pro- ity of biological and pre-medical majors. Thus, as indicated by
gram, 13 (61.9 percent) require physics. The larger percentage comments from respondents, physics courses for pharmacy
requiring physics at colleges with PhD programs may indicate majors only tend to meet their needs quite well.
more emphasis on preparation of pharmacy students for grad- Although most of these courses (for pharmacy majors
uate school or research (Table IV). only) were described as successful, several colleges reported
variable support from physics faculty. One college reported
DISCUSSION that its faculty, including a pharmaceutics professor with a PhD
While the survey focused on factual data regarding require- in physics, worked with an unsupportive physics department to
ments for physics in the pre-pharmacy curriculum, several design its course. Another college reported that a weakness of
deans or representatives expanded on their responses to some their physics course is that qualified faculty are difficult to
of the questions. To the question of the total number of credit find, presumably because of the biological and pharmacy
hours of physics required in the curriculum, several respon- emphasis. Another college, however, reported that the physics
dents indicated that their colleges have undergone or were department has very good faculty for such a course. And yet
planning changes in the number of hours required. One college another college has encouraged its physics faculty to attend
increased its requirements from three semester hours to six in workshops, tutorials, and conferences that include applications
1998; another required only high school physics in the past, but of physics to the human body and to the medical sciences.
now requires four semester hours; another required physics
many years ago, dropped it for several years, and then added it CONCLUSION
back into the curriculum in 1999. Two colleges recently The professional pharmacy curriculum focuses mostly on drug
decreased their requirements from six hours to four hours, and interactions, pharmaceutics, drug products, and diagnosis and
another was considering going to one semester from two treatment of disease. However, the acquisition of knowledge
semesters (currently eight hours). and skills in the basic sciences, in problem solving, and in crit-
It was evident that the inclusion of physics in the curricu- ical thinking remains an important component of both the pro-
lum is an issue at several colleges of pharmacy. In addition to fessional curriculum and the pre-professional curriculum. In a
the changes at the colleges listed in the previous paragraph, day when the inclusion of physics in the pre-pharmacy cur-