Excellence in Curriculum Development and Assessment

Abstract

Pharmacy and other health sciences educators have often faced curriculum and assessment issues. However, as expectations for accountability and assessment have continued to grow for higher education institutions, there is increasing concern about the development of assessment plans and the appropriate use of assessment data. A variety of approaches have been used for development of both curriculum and program assessment plans. Although there is no single correct method for accomplishing either task, there are important principles, concepts, characteristics, and approaches that should be considered, such as beginning with well-defined student learning outcomes, using educational approaches designed to facilitate student achievement of those outcomes, and designing assessment strategies that target the specific outcomes. Faculty at schools and colleges of pharmacy need to understand educational concepts and theories, the principles/characteristics of effective assessment programs, obstacles to assessment plan development and ways to minimize them, and methods to create an environment conducive to curriculum and assessment efforts. They should also consider their own unique circumstances when undertaking curriculum modifications and preparing/implementing a comprehensive assessment plan. Professional associations and accrediting agencies can also fill an important role by assisting schools and colleges in their efforts to improve student learning.

Evaluation of Pharmaceutical Care Opportunities Within an Advanced Pharmacy Practice Experience

“…Students were expected to engage in all pharmaceutical care activities using the framework defined by Strand and Hepler. 13,14 Prior to the start of the APPE, all students were required to purchase and review the APPE manual, attend a mandatory face-to-face orientation session, and complete an open manual, online quiz reinforcing the APPE expectations and requirements (this included a discussion on the type and extent of the documentation required). Preceptors were also provided with a copy of the APPE manual; however, no face-to-face education was offered.…”

Building a Process for Program Quality Enhancement in Pharmacy Education: Report of the 2003–04 Academic Affairs Committee

“…The paper by Abate, Stamatakis, and Haggett provided an analysis of contemporary issues in higher education and health professions education related to curriculum development, instructional design and delivery, student assessment, and program assessment, and factors necessary to assure quality instructional programs in pharmaceutical education. 15 • Ongoing: AACP conducts institutional research and provides institution-specific data and comparisons for assessment and benchmarking purposes.…”

“…After a review of the literature in 2000, Abate and colleagues found that most colleges and schools of pharmacy were "…in only the early stages of establishing an institutional culture of assessment and comprehensive outcomes assessment plans…" 15 The Assessment Culture Matrix from the Higher Learning Commission provides a framework and markers used to determine the extent to which a program, college/school, or university has evolved a culture of assessment. In each of four clusters (institutional culture, shared responsibility, institutional support, and efficacy of assessment), descriptions of characteristics are provided at three levels of implementation (beginning implementation of assessment programs, making progress in implementing assessment programs, and maturing stages of continuous improvement) to assist programs in understanding and gauging the strength of their assessment programs.…”

A Course Assessment Process for Curricular Quality Improvement

“…5 There also are published comprehensive reviews that outline the rationale and basic principles for assessment in pharmacy education. 6,7 However, no method for comparing the planned pharmacy curriculum to the delivered instruction was found in the literature.…”

“…We define curriculum to include content, student learning outcomes, instructional methods and approaches, teaching and learning processes, and student, instructor, and program assessment. 6,8 Ongoing program assessment also should assist faculty members in making informed changes in course structures and instructional methods. Information collected should provide evidence of successes as well as suggest specific steps, resources, and support needed for improvements.…”