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

TitleDeveloping the formative assessment program of the new entry-to-practice PharmD curriculum
Faculty/College/UnitPharmaceutical Sciences
StatusCompleted
Duration2 Year
Initiation04/01/2016
Completion08/31/2018
Funding Details
Year 1: Project TitleDeveloping the formative assessment program of the new undergraduate entry-to-practice PharmD curriculum
Year 1: Project YearYear 1
Year 1: Funding Year2016/2017
Year 1: Project TypeLarge TLEF
Year 1: Principal InvestigatorGeorge Stefanov Pachev
Year 1: Funded Amount77,652
Year 1: Project StatusActive
Year 1: Team Members

George Stefanov Pachev, Lecturer, Educational Assessment Director, Faculty of Pharmaceutical Sciences
Marion Pearson, Professor of Teaching / Director, Entry-to-Practice Programs, Faculty of Pharmaceutical Sciences
Simon Albon, Senior Instructor / Director, Office of Educational Support and Development, Faculty of Pharmaceutical Sciences
Arun Verma, Instructor I, Integration Activities Lead, PharmD Program, Faculty of Pharmaceutical Science

Year 1: Summary

This two-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 1: TLEF ShowcaseYear 1: TLEF Showcase
Year 2: Project YearYear 2
Year 2: Funding Year2017/2018
Year 2: Project TypeLarge TLEF
Year 2: Principal InvestigatorGeorge Stefanov Pachev
Year 2: Funded Amount75,652
Year 2: Project StatusActive
Year 2: Team Members

George Stefanov Pachev, Lecturer, Educational Assessment Director, Faculty of Pharmaceutical Sciences
Marion Pearson, Professor of Teaching, Director, Entry-to-Practice Programs, Faculty of Pharmaceutical Sciences
Simon Albon, Professor of Teaching / Director, Office of Educational Support and Development, Faculty of Pharmaceutical Sciences
Arun Verma, Senior Instructor I / Integration Activities Lead, PharmD Program, Faculty of Pharmaceutical Sciences

Year 2: Summary

The second year of this two-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 two 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.

Year 2: TLEF ShowcaseYear 2: TLEF Showcase
Project Report2017-TLEF-LP-Final-Pachev-WEB.pdf