Development of a Vertically Integrated Pharmacy Degree

Abstract

Whilst curriculum revision is commonplace, whole degree transformation is less so. In this paper we discuss the rationale, design and implementation of a unique pharmacy program by a research-intensive faculty. The new Monash pharmacy curriculum, which had its first intake in 2017, was built using a range of key innovations that aimed to produce graduates that demonstrate key conceptual understanding and all the skills required to deliver world-best patient outcomes. The key elements of the re-design are outlined and include the process and principles developed, as well as key features such as a student-centred individualised program of development arranged around specific, authentic tasks for each skill and earlier enhanced experiential placements where students become proficient in entrustable professional activities. It is hoped the dissemination of this process, as well as the lessons learnt in the process, will be useful to others looking to transform a health curriculum.

Incorporation of MyDispense, a Virtual Pharmacy Simulation, into Extemporaneous Formulation Laboratories

“…The development of a new vertically integrated Pharmacy degree at Monash University, which focused on enhancing various student skills and self-directed learning [ 7 ], was an opportune time to develop approaches to maximize “hands on” time in the laboratory for the preparation of extemporaneous formulations without segregation of these activities from the entire dispensing process. This was made possible through the virtual pharmacy simulation, MyDispense.…”

“…These informal observations of student discussion around higher level formulation principles and patient specific factors are expected to have improved student competencies around formulation preparation and patient counselling, albeit this was not formally evaluated. The incorporation of MyDispense into the extemporaneous laboratories also provided students with an opportunity to practice their skills in written communication (through generating labels with clear and concise directions) and inquiry (through identifying the role of each excipient): skills which are an integral component of our new integrated Masters Pharmacy degree [ 7 ].…”

Cognitive and Metacognitive Processes Demonstrated by Pharmacy Students When Making Therapeutic Decisions

“…It was sequenced following a series of organ system-based comprehensive care courses where a uniform model of care (analogous to the Pharmacists' Patient Care Process in the USA) was taught. 23 The course focused on strengthening student problem-solving skills and therapeutic reasoning in the context of acute care conditions. Students were grouped into the same teams of five to six students throughout this course.…”

Effect of a curriculum transformation on pharmacy student self-efficacy, self-reported activities, and satisfaction in degree and career choice

“…The process of developing this degree has been described elsewhere in detail. [ 1 ] Key changes between the former (termed “established”) degree and the transformed degree include an increase in the number of experiential placements that included entrustable professional activities (EPAs), [ 2 , 3 ] and the introduction of a Master’s component with a consistent flipped classroom approach. This “DEAR” model consists of online preparatory material and related tasks termed “Discovery”, whole class interactive lectures termed “Explore”, small class team-based workshops termed “Apply”, and regular cycles of student reflection on the development of skills, through a structured skills coaching program with an e-portfolio, “close the loop” lectures and written reflections (“Reflect”).…”