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Pharmacy faculty perspectives about implementing competency-based education in pharmacy education.

Paul Gavaza1, Grace Kang2, Fred Doloresco3

  • 1Loma Linda University School of Pharmacy, Department of Pharmaceutical and Administrative Sciences, Loma Linda, California 92350, United States of America.

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Summary

Pharmacy faculty view traditional education favorably but have concerns about competency-based pharmacy education (CBPE) implementation, citing workload and training needs. Further research is needed to understand faculty and student perspectives on CBPE adoption.

Keywords:
CompetenciesCompetency-based educationCurricular designCurricular improvementPharmacy education

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Area of Science:

  • Pharmacy Education
  • Higher Education Pedagogy
  • Health Professions Education

Background:

  • Growing interest in competency-based pharmacy education (CBPE).
  • Limited understanding of pharmacy faculty perspectives on CBPE.
  • Need to assess faculty views on traditional vs. CBPE systems.

Purpose of the Study:

  • Investigate pharmacy faculty perspectives on the traditional education system.
  • Evaluate perceived benefits and challenges of adopting CBPE.
  • Determine the appropriateness of CBPE implementation in pharmacy programs.

Main Methods:

  • Cross-sectional online survey conducted in Summer 2022.
  • National sample of 174 pharmacy faculty respondents.
  • Survey instrument comprised 52 investigator-designed items.

Main Results:

  • Majority of respondents from private institutions (59.9%) and pharmacy practice (61.0%).
  • Most faculty (66.6%) view the traditional system as adequate; significant concerns exist regarding CBPE (e.g., increased workload, training needs, time for teaching/assessment).
  • Over half (51.7%) reported insufficient faculty, 71.7% inadequate training, and 58.6% felt programs were unprepared for CBPE.

Conclusions:

  • Pharmacy faculty hold generally positive views of both traditional and CBPE systems.
  • A significant gap in understanding CBPE and concerns about implementation challenges were identified.
  • Further exploration of faculty and student perspectives is recommended to guide CBPE adoption.