Abstract
BackgroundHealth sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains’ learning objectives.MethodsFour different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school’s program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students’ and facultys' assessments with regard to matching competencies. The Cochrane’s Q test and the Cohen’s kappa coefficient were used in the statistical analysis of parametric data.ResultsThe subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum.ConclusionMapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula.
Highlights
Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care
The primary objectives of this study are to 1) assess whether self-assessment, leadership, innovation and entrepreneurship, and professionalism learning objectives are integrated in a pharmacy curriculum through the mapping of the taught/enacted, learned, and assessed curricula, and 2) identify any gaps related to these learning objectives in an effort to improve the curriculum
Tool The Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013, Domain 4 on Personal and professional development (PPD) skills, were utilized as a template to map the achievement of self-assessment, leadership, innovation and entrepreneurship, and professionalism learning objectives in the pharmacy curriculum of the professional degree program at the Lebanese American University (LAU) School of Pharmacy (SOP)
Summary
Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. Pharmacy students must acquire needed knowledge, and couple it with personal and professional development (PPD) skills, to allow for the development of well-rounded health care professionals capable of providing holistic patient care These PPD skills involve setting clear goals and action plans, identifying strengths and areas for improvement and reflecting on personal and professional progress [1]. The CAPE outcomes were built around 4 broad domains to guide the education of pharmacists in 1) foundational knowledge, 2) essentials for practicing pharmacy and delivering patient-centered care, 3) effective approaches to practice and care, and 4) the ability to develop personally and professionally This expansion emphasizes the necessity to develop students personally and professionally with a mindset of four skills, namely self-awareness, leadership, innovation and entrepreneurship, and professionalism [2]
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