1
Implementation of Competency‐
based Pharmacy curriculum, teaching and assessment:
Experience from Faculty of Pharmaceutical Sciences, Chulalongkorn University
Pengsuparp, T., and Muangsiri, W.
3
CU ‐ Pharm D Curriculum
(6 year program)
Pharmaceutical Sciences (Product‐oriented)
Pharmaceutical Technology and Quality Assurance
Drug Discovery
Social and Administration
Pharmaceutical Care
(Patient‐oriented)
CU ‐ Pharm D Curriculum
(6 year program)
Competency‐based curriculum
Accredited by Thai Pharmacy
Council and National Council of Higher Education
Entrance from high school
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CU ‐ Pharm D Curriculum
(6 year program)
1 st yr ‐ 30 credits of basic and social sciences
2 nd to 4 th yr ‐ Basic pharmacy contents e.g.
pharmacology, medicinal chemistry, pharmaceutics, pharmacy practice
3 rd & 4 th yr experiential practices for 400 hrs
5 th yr‐ Professional coursework (specialty courses)
6 th yr– Professional experiential clerkship
(1600 hrs. with 7 rotation of 6‐week length
each)
CU ‐ Pharm D Curriculum
(6 year program)
6 th yr– Professional experiential clerkship (7 rotation of 6‐week length)
Pharmaceutical Sciences
Production/Manufacturing QA/QC
Registration and regulation
Elective specialty rotations
7
CU ‐ Pharm D Curriculum
(6 year program)
6 th yr– Professional experiential clerkship (7 rotation of 6‐week length)
Pharmaceutical Care
Acute care 2
Ambulatory care 2 Community 1
Elective specialty rotations 2
HOW DO WE MOVE
FROM DISCIPLINE‐BASED TO OUTCOME/COMPETENCY‐
BASED EDUCATION
Once having set up
outcome/competencies
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Competency‐Based Education
Competencies consist of a description of the essential skills, knowledge, attitudes, and
behaviors required for effective performance of a real‐world task or activity.
Focused on outcomes (competencies) that are linked to workforce needs as defined by the profession.
Complex assessment through portfolios
or experiential learning assessment in
field experience.
OUTCOME/COMPETENCY‐BASED EDUCATION
Educational outcomes are clearly specified.
Decisions about
content and how it is organized,
educational strategies,
teaching methods,
assessments procedures,
educational environment
are made in the context of the stated outcomes.
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R= Reconsideration / Redesign : competencies or courses R= Remedial course
R= Reject of courses and students
R
CURRICULAR
Competencies
Evaluation
R
COURSES Objectives
Experiences Quality control
Curriculum Mapping
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3300 416 1-0-
2) PK CLIN
PRA C I
3300 424 1-2-
3) PHA
RM SER V SYS
3300 419 1-3-
2) DIS PCA
RE
3300 427
1-3- 2) PK CLIN
PRA C II
3300 425 2-0-
4) PCA
RE AMB
PT
3300 426 0-3-
0) PCA
RE AMB
LAB
3300 111 2-0-
4) INT RO PHA RM PRO F
3300 515
3-0- 6) PHA
RM DEC SUP
T
3300 212 2-3-
4) DRU
G SYS HLT
H
3300 428 3-0-
6) MGT PHA
RM
3300 523 3-0-
6) PHA
RM JURI S ETHI
CS
3300 301 1-0-
2) PHA
RM BIO TEC H
3300 421 1-0-
2) RES MET
H PCA RE
1
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4 main competencies with
13 sub-competencies courses
Yr1 Yr2 Yr3 Yr4 Yr5
1 12 14 21 10
Total competency 1-4 3.5 122.9 164.2 138.4 85.2
1 1.0 40.8 37.2 46.1 35.0
1.
1 0.2 19.3 9.8 21.3 11.8
1.
2 0.8 18.5 23.9 20.8 18.5
1.
3 3.0 3.4 4.0 4.6
2 61.7 102.
6 55.8 32.1 2.
1 11.6 21.9 6.7 4.3
2.
2 19.5 13.3 19.0 14.5
2.
3 30.7 67.4 30.0 13.3
3 19.3 16.9 24.4 10.5
3.
1 0.2 1.0 2.8 0.7
3.
Competency vs Year
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BM CB FC PA PM PP SA SP SPH
7 3 6 8 7 11 5 2 9 58
Total competency 1-4 37.6 16.2 57.8 150.
0 83.3 46.1 31.2 7.2 84.7 514.
1
1 23.9 3.5 9.8 58.0 2.7 16.0 3.9 4.4 37.9 160.
1
1.
1 18.2 1.9 4.8 17.0 0.0 5.0 2.0 2.8 10.8 62.5
1.
2 5.7 1.5 5.0 32.6 2.7 9.1 1.9 0.6 23.5 82.6
1.
3 0.0 0.2 0.0 8.4 0.0 1.8 0.0 1.0 3.6 15.0
2 4.9 9.8 40.0 57.6 79.0 22.0 1.6 0.6 36.8 252.
2
2.
1 2.6 3.0 18.3 3.2 11.2 0.0 0.3 0.4 5.5 44.5
2.
2 0.0 5.0 3.0 28.0 4.8 9.4 0.2 0.2 15.8 66.3
2.
3 2.4 1.8 18.8 26.4 63.1 12.5 1.0 0.0 15.5 141.
4
3 8.8 2.4 4.0 31.4 0.7 5.2 6.8 2.0 10.0 71.2
3.
1 0.0 0.0 0.0 1.2 0.0 0.3 2.5 0.7 0.0 4.7
3.
2 0.0 2.4 1.0 7.0 0.0 0.5 3.6 1.3 0.0 15.8
3.
3 8.8 0.0 3.0 23.2 0.7 4.4 0.7 0.0 10.0 50.7
Competency vs Department
Interactive Techniques
Think/Pair/Share
Team‐based learning
Buzz Session
Case Study
Incident Process
Question & Answer Period
Short writing exercises
Note Review
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REORGANIZE OF LABORATORY AND CLINICAL TRAINING
Each clinical discipline had to work out according to the purposed statements
Laboratory training:
What learning experiences are needed for student to practice in order to be ready to practice in real patients?
Clinical training:
What learning experiences are needed for student to practice in order to be competent to practice when graduate?
Tasks should start from east to difficult, and less
risk/damage to more risk/damage.
IMPROVE STUDENT EVALUATION
Knowledge : probing more whether
student understand and be able to apply knowledge
Attitude : focus more on their morals and patients care, by giving more weighted on scores
Practice : competency‐tests e.g. OSPE
Objection Structured Pharmaceutical Examination)
19 Personal
Learning Environment
Collaborative
Learning Environment
Social Professional
Learning Environment
Constructive Learning Environment
1. Self-directed learning
2. Active-Engaged learning
3. Meaningful Collaborative
learning 4. Situated
learning
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Pharmacy Chula
“Constructive Learning Environment”
Unified
learning resources Student
tools
learning portfolio personal
blog
Student development
Online learning communities
Faculty development
Content repository Physical
Library
E-resources
Classroom technology
Learning orientation
ICT-based education Classroom Action Research Pedagogy &
assessment
Digital literacy How to learn
Teacher tools
Professional development
Virtual classroom
learning management
tools
Teaching Support tools
CoP Professional Communities
