Revision of a pharmacy teaching and learning curriculum to address resident, programmatic, and accreditation demands

Without externally validated tools to assess teaching and learning curriculum (TLC) programs, our program has undertaken continuous quality improvement (CQI) methods to make revisions in response to resident, programmatic, and accreditation demands.

Key stakeholders, including the college of pharmacy, the residents, and the executive committee, were engaged in discussion and feedback was solicited.

The demands identified prompted revision of the TLC teaching component, programming, and timeline. Major changes have included adding an application for the teaching track, limiting teaching track participation, altering the seminar format (to a mix of in person, virtual, and asynchronous), and starting the program earlier in the calendar year. Key stakeholders supported the proposed revisions.

The CQI method summarized here worked well for the TLC. Although simplistic in nature, it met the needs of the TLC and engaged several stakeholders. No major challenges were encountered during the process and stakeholders were amenable to the process and proposed revisions. Given the lack of externally validated tools for assessing TLC programs, any TLC program could perform a similar CQI method to assist with revisions.

Continuous quality improvement of the TLC to address resident, programmatic, and accreditation demands has been vital to optimize and sustain the program. Assessment will be ongoing as future revisions are made.