Pharmacy Practice Faculty Publications


Well-Being Content Inclusion in Pharmacy Education Across the US and Canada.

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Publication Date


Journal Title

American Journal of Pharmaceutical Education





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Objective. To describe the landscape of Well-Being (WB) content inclusion across schools and colleges of pharmacy (S/COP) in the United States (U.S.) and Canada through identification of content implementation, incorporation, and assessment.

Methods. A cross-sectional survey was distributed to all accredited S/COP in the U.S. (n=143) and Canada (n=10). Survey questions included curricular and co-curricular timing, frequency, assessment strategies and support for WB initiatives, using a framework of eight dimensions (pillars) of wellness to categorize content.

Results. Descriptive data analyses were applied to 99 completed surveys (65%), 89 (62%) in the U.S. and 10 (100%) in Canada. WB content was most prevalent within the co-curricular realm and incorporated into didactic and elective more than experiential curricula. Most content came from intellectual, emotional, and physical pillars, and least from financial, spiritual, and environmental pillars. Less than 50% of S/COP include WB within their strategic plans or core values. Funding is primarily at the University (59%) or S/COP (59%) levels. Almost half of respondents reported inclusion of some assessment, with a need for more training, expertise, and standardization.

Conclusion. Survey results revealed a wide range of implementation and assessment of WB programs across the U.S. and Canada. These results provide a reference point for the state of WB programs that can serve as a call to action and research across the Academy.


Well-Being content, Canada, United States, colleges, curricula, implementation