Curricular outcomes: a prescription for quality assurance? David W. Fielding, B.Sc. (Pharm.), M.Sc., Ed.D. Professor and Associate Dean, Academic Faculty of Pharmaceutical Sciences, UBC
Assignment... “Outcom es-based professional training in Quality Assurance.” � Discuss the organization of short- term/ long-term QA for an effective curriculum (pharmacy). � Suggest principles of QA in running an education program (pharmacy). � To provide concrete examples.
Frank JR, et al. Toward a definition of competency -based education in medicine: a systematic review of published definitions. Medical Teacher. 2010; 32 (8): p. 632 .
Definition ... Competency-based education (CBE) is an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and organized around competencies derived from an analysis of societal and patient needs. It de-emphasizes time-based training and promises greater accountability, flexibility, and learner- centredness. Frank JR, et al. Toward a definition of competency -based education in medicine: a systematic review of published definitions. Medical Teacher. 2010; 32 (8): p. 636 . (Emphasis added.)
Outcomes as targets... Curriculum • “Reverse Engineer” • Design backward SOCIETAL RECRUITME SELECTI CURRICUL OUTCOM NEEDS NT ON UM ES
Outcomes as targets... Curriculum • “Reverse Engineer” • Design backwards • Implement forward SOCIETAL RECRUITME SELECTI CURRICUL OUTCOM NEEDS NT ON UM ES
Current UBC pharmacy program... � 1 + 4 years B.Sc. (Pharm.). � 608 B.Sc. students. � Post Baccalaureate Pharm. D. (22 months). � 16 Pharm. D. students. � ~ 35 FTE faculty members. � ~ 400 clinical faculty. � Limited resources for education support and development.
UBC Pharmacy Curriculum... � 1998 – 2002 curriculum redesigned. � Partly precipitated due to accreditation expectations of program level learning outcomes. � Extensive internal and external consultations. � Revised curriculum designed to address 17 Ability-based Outcomes. � Revised curriculum introduced in 2003 / first graduates 2007.
Ability-Based Outcomes… General Ability-Based Outcom es Specific Ability-Based Outcom es ( GABO) : ( SABO) : 1. Critical thinking skills 1. Meet patient’s drug related needs 2. Information access and 2. Meet practice, professional and evaluation societal responsibilities 3. Communication skills 3. Provide drug information 4. Scientific inquiry skills 4. Communicate and educate effectively 5. Self-directed learning skills 5. Apply and integrate knowledge 6. Math skills 6. Manage drug distribution 7. Interpersonal and teamwork skills 7. Apply practice management skills 8. Ethical behaviour 8. Contribute to the profession and society 9. Social awareness
Program evaluation required… � Guideline 13.1 “A variety of evaluation measures focusing on the efficacy of the curriculum and instruction should be systematically and sequentially applied throughout the professional program in pharmacy. A system of outcomes assessment should be developed which fosters data-driven continuous improvement of curricular structure, content, process, and outcomes.” Accreditation Standards for the Canadian Council for Accreditation of Pharmacy Programs. http://www.ccapp-accredit.ca/standards/ (accessed Oct. 30, 2010)
Educational program evaluation is… • “the systematic collection and interpretation of evidence, leading, as part of the process, to a judgment of value with a view to action.” C.E. Beeby (as quoted by Wolf, Evaluation in Education: Foundations of Competency Assessment and Program Review, 3 rd Edition, Praeger Publishers, NY, NY ,1990, p .3) Emphasis added. • “The purpose of evaluation is not to prove but improve.” Stufflebeam et al., Educational Evaluation and Decision Making . Itasca, IL: F.E. Peacock, 1971.
Program Evaluation Framework Framework for Program Evaluation Engage Stakeholders Share Lessons Describe the Learned Program Utility Feasibility Propriety Accuracy Plan the Provide Data Evaluation for Reflection & Action Gather Credible Evidence Framework for Program Evaluation. Evaluation Working Group, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services. Available at http://www.cdc.gov/eval/framework.htm. Accessed June 28, 2006.
Faculty of Pharmaceutical Sciences B.Sc.(Pharm.) Program Logic Model Conditions Activities Outputs Outcomes: Impact: Long (What We Know, (What We Do) (What We Produce) Short & Medium-Term Term and Need) (What We Expect) (What We Hope to Achieve) • Counsellors and prospective applicants are Recruitment • Context Publications knowledgeable about the program • Communicate w/ career • • Information • Drug Therapy (DT) an Sufficient qualified applicants; increased counsellors and • Events important component of proportion of highly qualified applicants prospective applicants • • health care Applications Proportional applications from Aboriginal • DT needs to be managed students and all geographical areas in BC Pharmaceutical Care to optimize benefits • Sufficient, continuous • Pharmacists crucial to DT Admission supply of competent • management 1st Year Class is filled on a timely basis • • Assess applications on Online Application system pharmacists in all areas • • Pharmacy curricula focus Students selected are most compatible with • academic and non- Policies & Procedures of BC on DT management program objectives and outcomes • • academic criteria 152 1st Year students Graduates adapt to • • “Half-life” of Few admissions decisions are appealed • Interviews changing knowledge pharmaceutical • Selection & Notification base and practice knowledge base • • Advising for requirements and Students are knowledgeable about career decreasing become leaders in the Unsuccessful Applicants • options, the curriculum, academic Publications • Pharmacists must have profession • standards, support services, and the culture Policies life-long learning skills • Expansion of the scope of the Faculty • • Student Records Changes in “scope of • of pharmacy practice in Students do not experience discrimination • Referrals: Financial Aid, practice” Student Services • health care Student records are accurate & complete • Student Health Services, Shortage of pharmacists • • • Improved Orientation Students in academic difficulty are identified Academic Assistance • pharmaceutical care, Academic, Career, and • and assisted in time to ensure their success Career Fairs and Events • and therefore health Personal Advising Faculty-student relations are harmonious • Forums for Faculty- • status, for BC residents • Resources Academic Monitoring Student concerns are fairly represented Student Interaction and • Support Faculty-Student Physical Student Representation Pharmaceutical • Relations Teaching facilities (Committees, Events, • • ABOs meet requirements for practice Education • Facilitate Student Other teaching materials PhUS) • • Representation Academic Program and individual courses Sufficient, continuous Financial address the intended ABOs • supply of capable and Budgets • Instruction and assessment are compatible • dedicated instructors Funding with content, ABOs, and student needs • and new curriculum Human Ability-Based Outcomes • Students acquire competency in ABOs, • leaders Expert leadership (ABOs) Curriculum Delivery • graduate, pass licensure exams, and enter • Improvements in • Capable, trained Academic Program • Curriculum Development practice pharmaceutical • instructors Courses & Related • Instruction • Increased numbers of students apply for education • Capable, trained staff Instructional Material • Assessment and obtain postgraduate education • • Student Grades Qualified prospective • Alumni are satisfied with the effectiveness of • applicants 152 graduates the curriculum in preparing them for practice Infrastructure • Employers are satisfied with recent alumni • Administrative • CPBC = College of preparation for practice Organization • Pharmacists of BC Course Reports • PhUS = Pharmacy • Instructor Reports Program Evaluation • Undergraduate Society • Activity Area Reports Evaluation data informs planning
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