Mapping Course Assessments to Canadian Pharmacy Educational Outcomes to Ensure Pharmacy Students’ Practice Readiness

Abstract

The entry-to-practice PharmD program is designed to meet the Association of Faculties of Pharmacy of Canada (AFPC) Educational Outcomes (EOs). We set out to evaluate how assessment strategies in a 'capstone' course align with AFPC EOs, their respective key and enabling competencies, and whether there are a sufficient number of assessments for students to demonstrate achievement of competencies prior to embarking on advanced pharmacy practice experiences. Methods. Each assessment's objectives, content and methods were mapped to key and enabling competencies of each role. The number of enabling competencies mapped represented the extent to which the associated key competency and broader role was assessed. De-identified student performance data were analyzed to identify achievement of competencies despite failed assessments. Results. Of the seven role descriptions, Care Provider, Communicator, and Collaborator were the most comprehensively assessed. Leader-Manager and Health Advocate roles were assessed to a limited extent. The Scholar role was not covered to a great depth across assessments. The Professional role was not represented in most assessments except for the final exam. Students with failed assessments generally had ample opportunity to demonstrate competencies through other assessments. Conclusion.Mapping assessments to AFPC EOs is an essential step to demonstrate direct evidence of achievement of the intended learning outcomes. Our map revealed that there was sufficient overlap in the assessment of most AFPC EOs with a few exceptions. It is important to create multiple opportunities within a course for students to demonstrate achievement of competencies to ensure practice readiness.

Work readiness of pharmacy graduates: An exploratory study.

“… 23 Communication skills are also part of the competencies and learning outcomes in pharmacy education. 24 Face-to-face teaching and learning activities are designed to help pharmacy graduates to develop communication skills. The lack of these in the graduating class affected by the pandemic meant they did not have the same opportunities to develop their communication skills as an undergraduate student.…”

Ranking of Curricular Content by Pharmacy Students and Community Pharmacists

“…The pharmacy curriculum is expected to embrace the scope of contemporary practice responsibilities as well as emerging roles that ensure the rational and safe use of drugs in the individualized care of patients. [3] to achieve such outcomes have been described in Canada [7][8][9]. Hall et al outlined an approach for hospital practice experiential training in 2012 [10].…”

“…To this end, the University of Toronto, by way of example, stated their pharmacy graduates will deliver the enhanced scope of practice called for by the Canadian healthcare system [ 6 ]. Steps to achieve such outcomes have been described in Canada [ 7 , 8 , 9 ]. Hall et al outlined an approach for hospital practice experiential training in 2012 [ 10 ].…”