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Mapping and assessment of personal and professional development skills in a pharmacy curriculum
BACKGROUND: Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4715283/ https://www.ncbi.nlm.nih.gov/pubmed/26772809 http://dx.doi.org/10.1186/s12909-016-0533-4 |
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author | Ramia, Elsy Salameh, Pascale Btaiche, Imad F. Saad, Aline Hanna |
author_facet | Ramia, Elsy Salameh, Pascale Btaiche, Imad F. Saad, Aline Hanna |
author_sort | Ramia, Elsy |
collection | PubMed |
description | BACKGROUND: Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains’ learning objectives. METHODS: Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school’s program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students’ and facultys' assessments with regard to matching competencies. The Cochrane’s Q test and the Cohen’s kappa coefficient were used in the statistical analysis of parametric data. RESULTS: The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. CONCLUSION: Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula. |
format | Online Article Text |
id | pubmed-4715283 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-47152832016-01-17 Mapping and assessment of personal and professional development skills in a pharmacy curriculum Ramia, Elsy Salameh, Pascale Btaiche, Imad F. Saad, Aline Hanna BMC Med Educ Research Article BACKGROUND: Health sciences programs are increasingly expanding their curricula to bridge foundational scientific knowledge with needed skills to practice and patient care. The primary objectives of this study are to 1) assess whether the personal and professional development (PPD) subdomains (self-assessment, leadership, innovation and entrepreneurship, and professionalism) are integrated in a pharmacy curriculum; and 2) identify any gaps related to the subdomains’ learning objectives. METHODS: Four different mapping activities were completed to create a comprehensive mapping plan regarding the integration of the PPD subdomains in the curriculum. The first mapping activity entailed matching the school’s program educational outcomes (PEOs) to these subdomains (Step 1). Mapping of the enacted curriculum by faculty (Step 2) and learned curriculum by students (Step 3) were also completed in order to evaluate the integration of these subdomains in the curriculum. Finally, Step 4 involved mapping of the assessed curriculum by analyzing the progress of students on PPD-related competencies using standardized scoring rubrics and the correlation between students’ and facultys' assessments with regard to matching competencies. The Cochrane’s Q test and the Cohen’s kappa coefficient were used in the statistical analysis of parametric data. RESULTS: The subdomains were found to be woven across curricular, co-curricular, and extra-curricular activities based on the four different mapping activities. Faculty and students agreed that the PPD competencies are integrated in the curriculum; provided example courses, experiences and activities; and identified areas of further improvements. The completed mapping activities drove the development of action plans for remediation of identified gaps in the curriculum. CONCLUSION: Mapping activities showed the sequential integration of the PPD skills at different depths and breadths in the curriculum. This study provides an example to health sciences schools on the incorporation of the PPD skills in their curricular, co-curricular and extra-curricular activities as current accreditation standards have directed Pharmacy programs to integrate and enforce them in their curricula. BioMed Central 2016-01-15 /pmc/articles/PMC4715283/ /pubmed/26772809 http://dx.doi.org/10.1186/s12909-016-0533-4 Text en © Ramia et al. 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Ramia, Elsy Salameh, Pascale Btaiche, Imad F. Saad, Aline Hanna Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title | Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title_full | Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title_fullStr | Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title_full_unstemmed | Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title_short | Mapping and assessment of personal and professional development skills in a pharmacy curriculum |
title_sort | mapping and assessment of personal and professional development skills in a pharmacy curriculum |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4715283/ https://www.ncbi.nlm.nih.gov/pubmed/26772809 http://dx.doi.org/10.1186/s12909-016-0533-4 |
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