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Writing PharmD program-level, ability-based outcomes: key elements for success.

Katherine A Kelley1, James D Coyle, James W McAuley

  • 1College of Pharmacy, The Ohio State University, OH 43210, USA. kelley.168@osu.edu

American Journal of Pharmaceutical Education
|February 14, 2009
PubMed
Summary
This summary is machine-generated.

Developing clear, assessable ability-based outcomes for Doctor of Pharmacy (PharmD) programs is crucial for curriculum design and assessment. This study reviews these outcomes and presents a case study on revising PharmD program-level competencies.

Keywords:
ability-based outcomesassessmentcompetenciescurricular designoutcomes

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Competency Assessment

Background:

  • Doctor of Pharmacy (PharmD) program curricular outcomes are foundational for curriculum structure, course design, and assessment planning.
  • Effective outcomes should be clear, concise, and assessable statements reflecting generalist entry-level pharmacist competencies.

Purpose of the Study:

  • To review ability-based outcomes as a specific type of curricular outcome.
  • To present a case study of a college revising its PharmD program-level outcomes.
  • To discuss key elements for successful adoption of these outcomes.

Main Methods:

  • Review of ability-based outcome literature.
  • Case study analysis of a PharmD program's outcome revision process.
  • Discussion of implementation strategies.

Main Results:

  • Ability-based outcomes provide a framework for defining essential pharmacist competencies.
  • The case study illustrates a practical approach to revising and implementing program-level outcomes.
  • Successful adoption requires careful planning, stakeholder engagement, and alignment with assessment strategies.

Conclusions:

  • Well-defined ability-based outcomes are essential for robust PharmD curricula.
  • The process of revising outcomes can enhance program quality and graduate preparedness.
  • Effective implementation hinges on a strategic approach to curriculum and assessment integration.