Mapping and assessment of personal and professional development skills in a pharmacy curriculum

BMC Medical Education

Research Article

Aline Hanna Saad¹  Elsy Ramia¹  Pascale Salameh¹  Imad F. Btaiche² 

[1] Department of Pharmacy Practice, School of Pharmacy, Lebanese American University, P.O.Box: 36 (S23), Byblos, Lebanon;School of Pharmacy, Lebanese American University, P.O.Box: 36, Byblos, Lebanon;

关键词: Mapping;    Curriculum;    Personal and professional development;    Self-assessment;    Leadership;    Innovation and entrepreneurship;    Professionalism;   

DOI  :  10.1186/s12909-016-0533-4

 received in 2015-08-11, accepted in 2015-12-16,  发布年份 2016

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY   
© Ramia et al. 2016