Developing the formative assessment program of the new entry-to-practice PharmD curriculum

Title Developing the formative assessment program of the new entry-to-practice PharmD curriculum
Faculty/College/Unit Pharmaceutical Sciences
Status Active
Duration 2 Year
Initiation 04/01/2016
Year 1: Project Title Developing the formative assessment program of the new undergraduate entry-to-practice PharmD curriculum
Funding Details
Year 1: Project Year Year 1
Year 1: Funding Year 2016/2017
Year 1: Project Type Large TLEF
Year 1: Principal Investigator George Stefanov Pachev
Year 1: Funded Amount 77,652
Year 1: Project Status Active
Year 1: Team Members

Marion Pearson, Professor of Teaching / Director, Entry-to-Practice Programs
Simon Albon, Senior Instructor / Director, Office of Educational Support and Development
Arun Verma, Instructor I, Integration Activities Lead, PharmD program

Year 1: Summary

This 2-year project aims to develop the formative assessment program for Years 2 and 3 of Pharmaceutical Sciences’ new undergraduate entry-to-practice PharmD curriculum. Replacing the existing BSc (Pharm) program, the PharmD curriculum employs contemporary learning-centred and competency-based education principles, and team-taught integrated modules based on disease-states and/or body systems in place of traditional discipline-based courses.

Embedded throughout the PharmD curriculum and designed using blended learning models, the formative assessment program will provide strategic support and direction for student learning through frequent opportunities to apply knowledge in authentic contexts, multiple chances to practice and self-assess, and immediate feedback. Within a typical week, regular formative assessments will support different educational objectives as content knowledge unfolds and as skill development requires. Building on Year 1 successes, we anticipate this formative assessment program, comprising approximately 150 additional assessment instruments, will continue to enhance student achievements through on-going, flexible learning opportunities, and support for self-directed learning.

Year 2: Project Year Year 2
Year 2: Funding Year 2017/2018
Year 2: Project Type Large TLEF
Year 2: Principal Investigator George Stefanov Pachev
year-2 funded-amount 75,652
Year 2: Project Status Active
Year 2: Team Members

Marion Pearson, Professor of Teaching, Director, Entry-to-Practice Programs
Simon Albon, Professor of Teaching / Director, Office of Educational Support and Development
Arun Verma, Senior Instructor I / Integration Activities Lead, PharmD program

Year 2: Summary

The second year of this 2-year project will develop the formative assessment (FA) program for Year 3 of Pharmaceutical Sciences’ new undergraduate entry-to-practice PharmD curriculum. Replacing the existing BSc (Pharm) program, the PharmD curriculum employs contemporary learning-centered and competency-based education principles, and team-taught integrated modules based on disease-states and/or body systems in place of traditional discipline-based courses. Embedded throughout the PharmD curriculum and designed using blended-learning models, the FA program will provide strategic support and direction for student learning through frequent opportunities to apply knowledge in authentic contexts, multiple chances to practice and self-assess, and immediate feedback. Weekly FAs will support different educational objectives as content knowledge unfolds and as skill development requires. Building on experiences from 2 years’ implementation, we anticipate the FA program for Year 3, comprising weekly FAs (approximately 20), will continue to enhance student achievements through on-going, FL opportunities, and support for self-directed learning.