The Structurally-Based Therapeutic Evaluation (SBTE) Concept: An Opportunity for Curriculum Integration and Interdisciplinary Teaching

Curriculum integration has become an important concept in pharmacy education, as it provides a frame-work for students to apply knowledge from several disciplines and to use this knowledge to solve real-life problems. In the process, students begin to develop critical thinking and problem solving capabilities that they will carry with them into their professional careers. Curriculum integration can be challenging when applied to biomedical, pharmaceutical and clinical sciences, but appropriately modified courses can help students integrate ideas and concepts gained in earlier courses so as to meet specific pharmaceutical care outcomes defined by their institution. Many, including those who instruct in the medicinal chemistry discipline, are actively embracing these concepts and challenges. In two previous papers, we introduced The Structurally Based Therapeutic Evaluation (SBTE) teaching approach in the medicinal chemistry courses at Creighton University. We discussed how this teaching style emphasizes the relevance of med-icinal chemistry to the practice of pharmacy and how it can be utilized to meet pharmaceutical care out-comes for pharmacy graduates. In this paper, we will discuss how the SBTE can be used to promote cur-riculum integration and to foster interdisciplinary teaching