Assessment to Transform Competency-based Curricula

Abstract

The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessmentfocused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model.

Assessment of Human Patient Simulation-Based Learning

“…1 Assessment practices continue to be driven by governmental policies on higher education, accreditation standards, and public demands for accountability and transparency. 2 This view is reflected by the ACPE's policy that allows simulation-based activities to account for up to 20% of total introductory pharmacy practice experience (IPPE) time.…”

Presenting and Evaluating Qualitative Research

“…Another colleague has interviewed pharmacists and patients regarding their expectations before and after clinic appointments and then observed pharmacist-patient communication in clinics and assessed it using the Calgary Cambridge model in order to develop recommendations for communication skills training. 5 We have also performed documentary analysis on curriculum data to compare pharmacist and nurse supplementary prescribing courses in the United Kingdom.…”

Implementing Standards 2007 to Improve Students’ Preparation for Advanced Pharmacy Practice Experiences

“…For example, IPPEs have been evaluated via surveys and written assignments and noted to have a positive impact on achieving outcomes, providing patient care, and altering attitudes or behaviors (eg, confidence, professionalism). [2][3][4][5][6][7][8][9][10][11] Similarly, portfolios 12,13 and assessment plans 14 have been evaluated. However, a longitudinal examination of the impact of curricular revisions to address accreditation standards has not been completed.…”