Abstract:

Integration of the 2013 Center for the Advancement of Pharmaceutical Education (CAPE) outcomes and entrustable professional activities into Curricular Outcomes and Entrustable Professional Activities (COEPA) was unable to address design of competency-based education (CBE) within its framework.

Objectives:
(1) identify strategies to adopt/integrate COEPA into CBE-based program outcomes,
(2) integrate knowledge, skills and attitudes into revised program outcomes, and
(3) develop new system of student achievement.

Methods:
A backwards curricular design was utilized with the Dick and Carey model to guide creation of a CBE-based curriculum. A curriculum committee taskforce directed the process. Strategies employed to determine program outcomes, course integration, and resequencing included internal and external stakeholder input (8 townhalls, 3 focus groups, 2 retreats, 5 full faculty meetings, 5 faculty development sessions, 32 individual faculty meetings), literature review, and consensus best practices. Program outcome course mapping and student level of achievement occurred through stakeholder consensus and benchmarking.

Results:
Participation in the revision process varied, but was robust (PharmD faculty 100%, PharmD students 30%, preceptors 10%). We were successful in developing revised COEPA integrated program outcomes: 10 core outcomes for all programs and 14 PharmD outcomes. We also revised the outcome achievement levels integrating knowledge, skills and attitudes (1: Beginning (Knows), 2: Developing (Knows how), 3: Demonstrating (Shows how), 4: Competent (Does)) and mapped the new courses to program outcomes.
Stakeholder feedback on the revision process revealed successes and challenges. Successes (≥75% agreement) included Faculty retreats, invitation of External experts and Dedicated discussion/working time. Challenges (≥25% agreement) included some stakeholders did not feel “in the know” at times, how to get everyone “on board” and striking a balance of providing scaffolding/supportive environment versus telling people what to do.

Conclusions:
A backwards curricular design incorporating the Dick and Carey model was successful in integrating COEPA into a newly created CBE-based curriculum. A robust communication plan is recommended to engage stakeholders, provide a feeling of shared ownership and accountability.

Keywords:

Outcomes, Competency Based Education, Curriculum revision.