Mapping and assessment of personal and professional development skills in a pharmacy curriculum

Abstract

BackgroundHealth sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains’ learning objectives.MethodsFour different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school’s program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students’ and facultys' assessments with regard to matching competencies. The Cochrane’s Q test and the Cohen’s kappa coefficient were used in the statistical analysis of parametric data.ResultsThe subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum.ConclusionMapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula.

An Individual Development Plan for Pharmacy Students for Career Planning and Tracking Accreditation Standards

“…Pharmacy schools have implemented multiple mechanisms to promote the personal and professional growth of all students, including specialized courses and co-curricular activities to develop leadership, problem solving, and professionalism. 12,13,14,19 In addition, many programs have introduced pharmacy students to the use of selfassessment tools such as Myers Brigg, Strength Finders, emotional intelligence, grit, and the Birkman Method. 20,21,22,23,24 Addition of the IDP facilitates tracking of each individual student and aids in ensuring that the available programmatic offerings to promote personal and professional development are being synthesized and applied as intended.…”

“…11 Multiple mechanisms have been developed by pharmacy schools to address the key elements of personal and professional development, including specialized coursework, targeted curricular elements and co-curricular activities. 12,13,14 Additionally, validated assessment tools to measure these key elements are still being developed, particularly for pharmacy students. Nevertheless, ensuring the application of these personal and professional development elements are essential, especially as opportunities expand in the pharmacy profession, and many students A J P E A c c e p t e d D r a f t express concerns about being able to navigate their career choices and prepare themselves for these varied roles.…”

Role of Innovation and Entrepreneurship Education in Improving Employability of Medical University Students

“…As early as 2007, domestic scholars have made clear comparison and analysis of employability of full-time and in-service doctoral students, suggested that general colleges have certain limitations in cultivation of medical college students' employability, which is also the case for innovation and entrepreneurship education as their employability does not directly correspond to employers' need (Ramia et al, 2016). Innovation and entrepreneurship education and training model should be closely linked with the industry, employment relationship should be clarified by real interest relationship, which is an acting point for innovation and entrepreneurship education to improve medical college students' employability (Singh et al, 2015;Flaherty et al, 2017).…”

Design, Implementation, and Outcomes of a Comprehensive Professional Development Program for Post-Graduate Studies in Engineering

“…Many universities have begun to recognize the value of professional development programs in the balance of work/study/life across different disciplines [1,6,7] . The four most relevant professional attributes for engineering PhDs were identified in one study as creativity, good communication skills, multi-disciplinarity, and strong analytical skills [8] .…”

“…Universities which have acted on this need have mostly implemented preliminary surveys, supplementary workshops, and online resources [1,6,7,10] . One pilot study was conducted at Purdue University to provide graduate students with a graduate level course called "Preparing Future Professionals" [11,12] .…”