Empowering Competence: A Program-Wide Active Learning Framework for a Pharmacy Program

Abstract

ObjectivesThis study aimed to develop and implement a program wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based PharmD program. MethodsThe development of the framework involved three stages: i) creation of a framework aligned with the program’s guiding principles; ii) provision of training and support to faculty and students, and iii) evaluation of students’ and academic staff satisfaction using an online survey over two academic years (2022-2023). Data from this survey was analyzed descriptively. ResultsAn active learning framework, that was aligned with the program’s guiding principles while allowing for flexibility for individual teaching styles, was developed. It consisted of four stages: pre-class preparation, in-class work, pre-lab preparation and in-lab activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 compared to year 3 of the program, with indications of further training on specific modalities. Students' satisfaction improved from year 2 to 3, particularly in areas related to class objectives, learning environment and feedback. ConclusionThe transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex long-term project that deserves continuing attention. Having frameworks in place helps the management, the instructors, and the students to understand the global direction, stay focused and support the implementation of competency-based education and student-centered learning.