Ieva Stupans1, Sue McAllister2, Rhonda Clifford3, Jeff Hughes4, Ines Krass5, Geoff March6, Susanne Owen6, Jim Woulfe7. 1. School of Science and Technology, University of New England, Armidale, NSW, Australia. 2. School of Health Sciences, Flinders University of South Australia, Adelaide, SA, Australia. 3. School of Medicine and Pharmacology, University of Western Australia, Perth, WA, Australia. 4. Faculty of Health Sciences, Curtin University, Perth, WA, Australia. 5. Faculty of Pharmacy, University of Sydney, Sydney, NSW, Australia. 6. School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, SA, Australia. 7. Graduate School of Health, University of Technology Sydney, Sydney, NSW, Australia.
Abstract
OBJECTIVES: Internationally, the preparation of pharmacy graduates for professional practice has evolved from educating for capacities for practice, to a focus on competencies, and most recently, on assuring graduate outcomes. Consequently, there is an increasing emphasis on the specification of and accountability around student learning outcomes. This, in turn, has implications for teaching and assessment. The aim of the study was to harmonise the various expectations and regulatory requirements for Australian pharmacy education programmes through the development of learning outcomes and exemplar standards for all entry-level pharmacy graduates. METHODS: Learning outcomes and exemplar standards were developed through a participatory action research framework which involved academic staff representatives from pharmacy schools in Australia, pharmacy student representatives, and the Australian Pharmacy Council (APC, the accreditation body for Australian pharmacy programs) involving an iterative process of dissemination and seeking of feedback. KEY FINDINGS: The key result from the project was the formulation of national pharmacy learning outcomes and exemplar standards (PhLOS) for all students graduating from entry-level pharmacy programmes. These have been endorsed by both students and academics. CONCLUSIONS: Learning outcomes have been developed through a collaborative process for pharmacy programmes across Australia through harmonisation of the various expectations and regulatory requirements for pharmacy education programmes. Application of these learning outcomes and exemplar standards will ensure that all graduates of all entry-level pharmacy programmes will have achieved at least the same threshold, regardless of the university from which they graduate prior to entering their internship year.
OBJECTIVES: Internationally, the preparation of pharmacy graduates for professional practice has evolved from educating for capacities for practice, to a focus on competencies, and most recently, on assuring graduate outcomes. Consequently, there is an increasing emphasis on the specification of and accountability around student learning outcomes. This, in turn, has implications for teaching and assessment. The aim of the study was to harmonise the various expectations and regulatory requirements for Australian pharmacy education programmes through the development of learning outcomes and exemplar standards for all entry-level pharmacy graduates. METHODS: Learning outcomes and exemplar standards were developed through a participatory action research framework which involved academic staff representatives from pharmacy schools in Australia, pharmacy student representatives, and the Australian Pharmacy Council (APC, the accreditation body for Australian pharmacy programs) involving an iterative process of dissemination and seeking of feedback. KEY FINDINGS: The key result from the project was the formulation of national pharmacy learning outcomes and exemplar standards (PhLOS) for all students graduating from entry-level pharmacy programmes. These have been endorsed by both students and academics. CONCLUSIONS: Learning outcomes have been developed through a collaborative process for pharmacy programmes across Australia through harmonisation of the various expectations and regulatory requirements for pharmacy education programmes. Application of these learning outcomes and exemplar standards will ensure that all graduates of all entry-level pharmacy programmes will have achieved at least the same threshold, regardless of the university from which they graduate prior to entering their internship year.
Authors: Safeera Y Hussainy; Matthew F Crum; Paul J White; Ian Larson; Daniel T Malone; David T Manallack; Joseph A Nicolazzo; Jennifer McDowell; Angelina S Lim; Carl M Kirkpatrick Journal: Am J Pharm Educ Date: 2016-11-25 Impact factor: 2.047
Authors: Jeffrey Atkinson; Pat Crowley; Kristien De Paepe; Brian Gennery; Andries Koster; Luigi Martini; Vivien Moffat; Jane Nicholson; Gunther Pauwels; Giuseppe Ronsisvalle; Vitor Sousa; Chris van Schravendijk; Keith Wilson Journal: Pharmacy (Basel) Date: 2015-07-29