Design and Implementation of an Integrated Competency-Focused Pharmacy Programme: A Case Report

Abstract

This paper describes the design and implementation of elements of an integrated competency-focused pharmacy programme in the School of Pharmacy and Pharmaceutical Sciences (SoPPS), Trinity College Dublin (TCD), Ireland. Following a national review of pharmacy education and training in Ireland in 2010, and subsequent publication of legislation in 2014, the School has implemented a five-year integrated programme of pharmacy education and training, leading to the award of a Master’s degree in Pharmacy (M. Pharm.). Curricular integration has been achieved by underpinning the new programme with a national competency framework for pharmacists and through the utilisation of curricular integration themes. Programme integration also encompasses embedded experiential learning placements in Years 2, 4 and 5 of the five-year programme. The new five-year integrated pharmacy programme, which commenced in 2015, replaced the 4 + 1 model of education and training where a four-year Bachelor’s degree was followed by a one-year internship, which was a distinct and separate element of the students’ training.

More than coffee – a World Café to explore enablers of pharmacy practice research

“…Despite this, there are pockets of research excellence throughout the country. [ 51–60 ] These range from individual community pharmacists to hospitals to third‐level institutions. We can learn from these bright spots.…”

Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level

“…When mapping the cases to the six domains of the CCF, the content of each case and the tasks required of the students were considered against the competencies and behaviours pertaining to each domain of the CCF [ 17 ]. Similarly, when mapping to the school’s curricular integration themes, cases were considered against the descriptors of the curricular integration themes ( Appendix A ) [ 19 ]. As the school’s curricular integration themes are broader in scope than the CCF domains, on occasion, a more restricted interpretation of the definition of the integration theme was employed with a view to better discriminative ability when mapping.…”

“…The first cohort of students to complete the five-year integrated pharmacy programme in the SoPPS graduated in Autumn 2020. The curriculum of the integrated programme is centred on five curricular integration themes ( Figure 1 ) [ 19 ]. In order to support a student’s evolution to a competent practitioner, these curricular integration themes are directly aligned with the six domains of the CCF ( Appendix A ).…”

“…To attain a flexible balance between disciplinary focus and curricular integration, all modules in the new programme have been assigned appropriate integration levels according to Harden [ 20 ], allowing for varying degrees of both integration and disciplinary depth. Furthermore, modules are aligned with the school’s five cross-cutting curricular integration themes, facilitating integrative learning throughout the programme [ 19 ].…”

Experiential Education in Pharmacy Curriculum: The Lebanese International University Model

“…The community pharmacy rotations allow students to apply the foundational knowledge acquired through didactic and simulated courses in real practice settings, and exhibit interprofessional skills to communicate efficiently with members of the healthcare team. The rotations also allow students to demonstrate behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society, as well as to demonstrate attitudes that are respectful of different cultures, and to operate as a pharmacist in a real practical setting and identify the role of the pharmacist [ 16 ].…”