OBJECTIVE: To continue efforts of quality assurance following a 5-year curricular mapping and course peer review process, 18 topics ("streams") of knowledge, skills, and attitudes were assessed across the doctor of pharmacy (PharmD) curriculum. DESIGN: The curriculum committee merged the 18 topics into 9 streams. Nine ad hoc committees ("stream teams") of faculty members and preceptors evaluated the content, integration, and assessment for their assigned streams across the 4 professional years. Committees used a reporting tool and curriculum database to complete their reviews. ASSESSMENT: After each team presented their findings and recommendations at a faculty retreat, the 45 faculty members were asked to list their top priorities for curriculum improvement. The 5 top priorities identified were: redefinition and clarification of program outcomes; improved coordination of streams across the curriculum; consistent repetition and assessment of math skills throughout the curriculum; focused nonprescription and self-care teaching into an individual course; and improved development of problem solving. CONCLUSIONS: This comprehensive assessment enabled the college to identify areas for curriculum improvement that were not readily apparent to the faculty from prior reviews of individual courses.
OBJECTIVE: To continue efforts of quality assurance following a 5-year curricular mapping and course peer review process, 18 topics ("streams") of knowledge, skills, and attitudes were assessed across the doctor of pharmacy (PharmD) curriculum. DESIGN: The curriculum committee merged the 18 topics into 9 streams. Nine ad hoc committees ("stream teams") of faculty members and preceptors evaluated the content, integration, and assessment for their assigned streams across the 4 professional years. Committees used a reporting tool and curriculum database to complete their reviews. ASSESSMENT: After each team presented their findings and recommendations at a faculty retreat, the 45 faculty members were asked to list their top priorities for curriculum improvement. The 5 top priorities identified were: redefinition and clarification of program outcomes; improved coordination of streams across the curriculum; consistent repetition and assessment of math skills throughout the curriculum; focused nonprescription and self-care teaching into an individual course; and improved development of problem solving. CONCLUSIONS: This comprehensive assessment enabled the college to identify areas for curriculum improvement that were not readily apparent to the faculty from prior reviews of individual courses.
Keywords:
curricular assessment; curricular mapping; curriculum; streams of knowledge
Authors: Cecilia M Plaza; JoLaine Reierson Draugalis; Marion K Slack; Grant H Skrepnek; Karen Ann Sauer Journal: Am J Pharm Educ Date: 2007-04-15 Impact factor: 2.047
Authors: Nancy A Letassy; Melissa S Medina; Mark L Britton; Vince Dennis; JoLaine R Draugalis Journal: Am J Pharm Educ Date: 2015-05-25 Impact factor: 2.047