Assessment of pharmacy students' perceived business management knowledge: Would exclusion of business management topics be detrimental to pharmacy curricula?

ObjectiveTo assess the effect of didactic business management material on students' pre- and postcourse self-perceived level of knowledge on 17 pharmacy business management topics, including inventory, personnel, and cash flow management.MethodsA pre- and posttest 17-question survey design was used at two different US pharmacy schools to evaluate the study's primary objective. Students were asked to rate on a 5-point scale their current knowledge of a given business management topic (1 = Limited, 2 = Somewhat Limited, 3 = Adequate, 4 = Somewhat Extensive, 5 = Extensive).ResultsOverall, including both institutions, every business management knowledge–dependent variable measured significantly improved between pre- and postsurvey measurement (p < .001). Baseline precourse assessment of all students yielded an overall mean between limited and somewhat limited. All postcourse means were ≥3.15, meaning students' rated their knowledge base of all 17 dependent variables as adequate or better. Differences between the two schools were also assessed.ConclusionDidactic business management material significantly improved students' self-perceived knowledge of business management topics. Most concerning was that students' precourse mean knowledge level of the given business management topics was limited to somewhat limited. Schools and colleges of pharmacy, especially those newly developing, should evaluate their curriculum to ensure business management is sufficiently covered so as to meet current Accreditation Council for Pharmacy Education standards as well as to not disadvantage their graduates in today's unstable economy.