Implementation of Competency-Based Pharmacy Education (CBPE)

Abstract

Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE.

Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study

“…The use of a competency framework should support the construction and implementation of a competencybased pharmacy education. 22,23 Therefore, the curriculum must be designed to ensure a perfect alignment between educational outcomes, educational contents, teaching and learning methods, assessment strategies and educational environment. 1,4,22,23 Competence mismatching in Spain is most evident in the patient-focused competencies.…”

“…22,23 Therefore, the curriculum must be designed to ensure a perfect alignment between educational outcomes, educational contents, teaching and learning methods, assessment strategies and educational environment. 1,4,22,23 Competence mismatching in Spain is most evident in the patient-focused competencies. Among the five universities that have all their courses paired with any general competency (Table 4), a variability in the assignment of general competency #7 (drug-related problems and pharmacovigilance activities) exists, ranging from 13% of the URL courses to 52% of the UM courses.…”

What Future Healthcare Professionals Need to Know About Pharmacovigilance: Introduction of the WHO PV Core Curriculum for University Teaching with Focus on Clinical Aspects

“…Competency-based educational models are becoming more dominant than the traditional content-driven and teacher-centred learning methods in university teaching [ 36 , 37 ]. A competency can be described as an individual’s ability to make deliberate choices for handling situations and tasks in specific contexts of professional practice [ 36 ]. In the context of pharmacotherapy, competencies in PV are the timely recognition, prevention and management of ADRs.…”

“…Active learning methods are preferred over passive learning methods such as lectures to obtain competences [ 36 ]. Authentic learning activities that prepare students for their professional tasks can motivate learning.…”

“…Authentic learning activities that prepare students for their professional tasks can motivate learning. Case studies, problem-based learning, simulations, the use of entrustable professional activities and internships at PV centres can be effective [ 36 ]. Methods can be adjusted according to each country’s situation.…”