Are pharmacy graduates practice ready? A validation and assessment study of curricular effectiveness in a school of pharmacy in Lebanon
DOI:
https://doi.org/10.46542/pe.2023.231.613628Keywords:
Competency, Curricular effectiveness, Pharmacy education, Programme learning outcome, ValidationAbstract
Background: This study aimed to validate the programme learning outcomes (PLOs) in a Lebanese pharmacy school. It also aimed to assess curricular effectiveness through self-reported assessments of recently graduated BPharm students and investigate if academic and sociodemographic characteristics impact learning outcomes’ achievement.
Methods: A cross-sectional study was conducted through an online questionnaire. The initial section of the questionnaire gathered data concerning academic and sociodemographic characteristics, while the second section centred around a scale-based self-declared assessment of the PLOs.
Results: The validated BPharm PLOs encompassed six distinct domains, comprising a total of 20 competencies and 110 learning outcomes. All competencies were successfully extracted with factor analysis and appropriately loaded on their respective domains. The internal consistency of the competencies and domains was confirmed by Cronbach’s alpha, with values ranging from 0.741 (good) to 0.957 (excellent). The graduates indicated their proficiency across all domains, with an average percentage grade ranging from 87.29% for professionalism to 87.55% for the approach to practice and care.
Conclusion: The findings reveal a valid structure of the current PLOs with robust internal consistency. The high proficiency levels of graduates across all competency domains confirm the effectiveness and structural integrity of the curriculum.
References
Accreditation Council for Pharmacy Education (2015). Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree (“Standards 2016”). Retreived June 15, 2023, from https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf
Akel, M. E., Rahal, M., Dabbous, M., Mourad, N., Dimassi, A., & Sakr, F. (2020). Experiential education in pharmacy curriculum: The Lebanese International University Model. Pharmacy (Basel), 9(1), 5. https://doi.org/10.3390/pharmacy9010005
Atkinson, J., De Paepe, K., Pozo, A. S., Rekkas, D., Volmer, D., Hirvonen, J., Bozic, B., Skowron, A., Mircioiu, C., Marcincal, A., Koster, A., Wilson, K., & van Schravendijk, C. (2016). The second round of the PHAR-QA survey of competences for pharmacy practice. Pharmacy (Basel), 4(3), 27. https://doi.org/10.3390/pharmacy4030027
Boyle, M., & Myford, C. (2013). Pharmacists' expectations for entry-level practitioner competency. American Journal of Pharmaceutical Education, 77(1), 5. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3578337/
Brazeau, G. A., Meyer, S. M., Belsey, M., Bednarczyk, E. M., Bilic, S., Bullock, J., DeLander, G. E., Fiese, E. F., Giroux, S. L., McNatty, D., Nemire, R., Prescott, W. A., Jr., & Traynor, A. P. (2009). Preparing pharmacy graduates for traditional and emerging career opportunities. American Journal of Pharmaceutical Education, 73(8), 157. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2828318/
Britton, M., Letassy, N., Medina, M. S., & Er, N. (2008). A curriculum review and mapping process supported by an electronic database system. American Journal of Pharmaceutical Education, 72(5), 99. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630156/
Bruno, A., Bates, I., Brock, T., & Anderson, C. (2010). Towards a global competency framework. American Journal of Pharmaceutical Education, 74(3), 56. https://doi.org/10.5688/aj740356
Chamoun, N., Ramia, E., Sacre, H., Haddad, M., Haddad, C., Hajj, A., Namnoum, J., Zeenny, R. M., Iskandar, K., Akel, M., & Salameh, P. (2023). Validation of the specialized competency framework for pharmacists in hospital settings (SCF-PHS): A cross-sectional study. Journal of Pharmaceutical Policy and Practice, 16(1), 86. https://doi.org/10.1186/s40545-023-00592-7
Crawford, S. Y., Awé, C., Tawk, R. H., & Simon Pickard, A. (2016). A cross sectional and longitudinal study of pharmacy student perceptions of readiness to serve diverse populations. American Journal of Pharmaceutical Education, 80(4), 62. https://doi.org/10.5688/ajpe80462
Dabbous, M., Kawtharani, A., Fahs, I., Hallal, Z., Shouman, D., Akel, M., Rahal, M., & Sakr, F. (2022). The role of game-based learning in experiential education: Tool validation, motivation assessment, and outcomes evaluation among a sample of pharmacy students. Education Sciences, 12(7), 434. https://doi.org/10.3390/educsci12070434
Doria, M. (2017). Outcomes-based approach to pharmacy curriculum review and redevelopment. Pharmaceutical Sciences Asia, 44(3), 115–133. https://doi.org/10.29090/psa.2017.03.115
Etukakpan, A., Uzman, N., Ozer, O., Tofade, T., Leite, S. N., Joda, A., Choonara, Y., Mwila, C., Azzopardi, L. M., Mantel-Teeuwisse, A. K., Rahal, M., Darwish, R., Lee, B. J., Shakya, R., Gallagher, P. J., Moreau, P., Lourenço, L., McKinnon, R. A., & Altiere, R. J. (2023). Transforming pharmaceutical education: A needs-based global analysis for policy development. Exploratory Research in Clinical and Social Pharmacy, 9, 100234. https://doi.org/10.1016/j.rcsop.2023.100234
Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., Harris, P., Glasgow, N. J., Campbell, C., Dath, D., Harden, R. M., Iobst, W., Long, D. M., Mungroo, R., Richardson, D. L., Sherbino, J., Silver, I., Taber, S., Talbot, M., & Harris, K. A. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638–645. https://doi.org/10.3109/0142159x.2010.501190
Friedlander, L. T., Meldrum, A. M., & Lyons, K. (2019). Curriculum development in final year dentistry to enhance competency and professionalism for contemporary general dental practice. European Journal of Dental Education, 23(4), 498‒506. https://doi.org/10.1111/eje.12458
Gleason, B. L., Peeters, M. J., Resman-Targoff, B. H., Karr, S., McBane, S., Kelley, K., Thomas, T., & Denetclaw, T. H. (2011). An active-learning strategies primer for achieving ability-based educational outcomes. American Journal of Pharmaceutical Education, 75(9), 186. https://doi.org/10.5688/ajpe759186
Hajj, A., Hallit, S., Sacre, H., Akel, M., Zeenny, R. M., & Salameh, P. (2021). Lebanese pharmacy core competencies framework: Tool validation for self-declared assessment. International Journal of Pharmacy Practice, 29(6), 598–604. https://doi.org/10.1093/ijpp/riab055
Harrell, K. (2015). Has the time come for a bachelor's degree prerequisite to pharmacy school? American Journal of Pharmaceutical Education, 79(8), 111. https://doi.org/10.5688/ajpe798111
Hepler, C. D. (2004). Clinical pharmacy, pharmaceutical care, and the quality of drug therapy. Pharmacotherapy, 24(11), 1491‒1498. https://doi.org/10.1592/phco.24.16.1491.50950
International Pharmaceutical Federation (FIP). (2022). Competency-based education in pharmacy and pharmaceutical sciences, A FIP handbook to support implementation of competency-based education and training, Version 1. FIP. https://www.fip.org/file/5338
Jungnickel, P. W., Kelley, K. W., Hammer, D. P., Haines, S. T., & Marlowe, K. F. (2009). Addressing competencies for the future in the professional curriculum. American Journal of Pharmaceutical Education, 73(8), 156. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2828317/
Kaldan, G., Nordentoft, S., Herling, S. F., Larsen, A., Thomsen, T., & Egerod, I. (2019). Evidence characterising skills, competencies and policies in advanced practice critical care nursing in Europe: A scoping review protocol. BMJ Open, 9(9), e031504. https://doi.org/10.1136/bmjopen-2019-031504
Kelley, K. A., Coyle, J. D., McAuley, J. W., Wallace, L. J., Buerki, R. A., & Frank, S. G. (2008a). Writing PharmD program-level, ability-based outcomes: Key elements for success. American Journal of Pharmaceutical Education, 72(5), 98. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630155/
Kelley, K. A., McAuley, J. W., Wallace, L. J., & Frank, S. G. (2008b). Curricular mapping: Process and product. American Journal of Pharmaceutical Education, 72(5), 100. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630125/
Kirwin, J., Miller, D. M., & DiVall, M. (2019). Lessons learned from evaluating a process for systematic curriculum review. American Journal of Pharmaceutical Education, 83(1), 6783. https://doi.org/10.5688/ajpe6783
Medina, M., Stolte, S., Conry, J., Culhane, N., Farland, M. Z., Kennedy, D. R., Lockman, K., Malcom, D. R., Mirzaian, E., Vyas, D., Steinkopf, M., & Ragucci, K. (2023). Revising the Center for the Advancement of Pharmacy Education (CAPE) educational outcomes and entrustable professional activities (EPAs): The report of the 2021-2022 academic affairs standing committee. American Journal of Pharmaceutical Education, 87(1), ajpe9453. https://doi.org/10.5688/ajpe9453
Medina, M. S., Plaza, C. M., Stowe, C. D., Robinson, E. T., DeLander, G., Beck, D. E., Melchert, R. B., Supernaw, R. B., Roche, V. F., Gleason, B. L., Strong, M. N., Bain, A., Meyer, G. E., Dong, B. J., Rochon, J., & Johnston, P. (2013). Center for the Advancement of Pharmacy Education 2013 educational outcomes. American Journal of Pharmaceutical Education, 77(8), 162. https://doi.org/10.5688/ajpe778162
Miller, B. M., Moore, D. E., Jr., Stead, W. W., & Balser, J. R. (2010). Beyond Flexner: A new model for continuous learning in the health professions. Academic Medicine, 85(2), 266–272. https://doi.org/10.1097/ACM.0b013e3181c859fb
Mills, E., Laaksonen, R., Bates, I., Davies, G., & Duggan, C. (2005). Self-assessment of competence in a community pharmacy setting. Pharmacy Education, 5(3), 1‒11. https://pharmacyeducation.fip.org/pharmacyeducation/article/view/178
Mylrea, M. F., Gupta, T. S., & Glass, B. D. (2015). Professionalization in pharmacy education as a matter of identity. American Journal of Pharmaceutical Education, 79(9), 142. https://doi.org/10.5688/ajpe799142
Nash, R. E., Chalmers, L., Brown, N., Jackson, S., & Peterson, G. (2015). An international review of the use of competency standards in undergraduate pharmacy education. Pharmacy Education, 15(1), 131–141. https://pharmacyeducation.fip.org/pharmacyeducation/article/view/324
Sacre, H., Hallit, S., Hajj, A., Zeenny, R. M., Akel, M., Raad, E., & Salameh, P. (2022). Developing core competencies for pharmacy graduates: The Lebanese experience. Journal of Pharmacy Practice, 35(2), 332–339. https://doi.org/10.1177/0897190020966195
Sacre, H., Saab, M., Haddad, C., Haddad, M., Zeenny, R. M., Akel, M., Hajj, A., Iskandar, K., & Salameh, P. (2023). The specialized competency framework for industry pharmacists (SCF-IP): Validation and pilot assessment. Journal of Pharmaceutical Policy and Practice, 16(1), 96. https://doi.org/10.1186/s40545-023-00602-8
Safwan, J., Cherfan, M., Dabbous, M., Hammoudi, D., Akiki, Z., Saade, F., Akel, M., Younes, S., Rahal, M., & Bouraad, E. (2022). Faculty perceptions on online education in a school of pharmacy during the COVID-19 pandemic. Pharmacy Education, 22(1), 450-457. https://doi.org/10.46542/pe.2022.221.450457
Sakr, F., Akel, M., Sacre, H., Haddad, C., Tawil, S., Safwan, J., Hajj, A., Zeenny, R. M., Iskandar, K., & Salameh, P. (2023). The specialized competency framework for community pharmacists (SCF-CP) in Lebanon: Validation and evaluation of the revised version. Journal of Pharmaceutical Policy and Practice, 16(1), 77. https://doi.org/10.1186/s40545-023-00585-6
Sakr, F., Fahs, I., Dimassi, A., Younes, S., Mourad, N., Safwan, J., Akel, M., Rahal, M., & Dabbous, M. (2022). Experiential pharmacy education in trying times: Lessons learned from the COVID-19 pandemic. Pharmacy Education, 22(1), 823‒834. https://doi.org/10.46542/pe.2022.221.823834
Sottiyotin, T., Uitrakul, S., Sakdiset, P., Sukkarn, B., Sangfai, T., Chuaboon, L., & Palee, P. (2023). Effective formative assessment for pharmacy students in Thailand: Lesson learns from a school of pharmacy in Thailand. BMC Medical Education, 23(1), 300. https://doi.org/10.1186/s12909-023-04232-1
Stupans, I. (2017). A curriculum challenge-the need for outcome (competence) descriptors. Pharmacy (Basel), 5(1), 7. https://doi.org/10.3390/pharmacy5010007
Stupans, I., Atkinson, J., Meštrović, A., Nash, R., & Rouse, M. J. (2016). A shared focus: comparing the Australian, Canadian, United Kingdom and United States pharmacy learning outcome frameworks and the global competency framework. Pharmacy (Basel), 4(3), 26. https://doi.org/10.3390/pharmacy4030026
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2
van Mil, J. W., Schulz, M., & Tromp, T. F. (2004). Pharmaceutical care, European developments in concepts, implementation, teaching, and research: A review. Pharmacy World & Science, 26(6), 303-311. https://doi.org/10.1007/s11096-004-2849-0
Zeenny, R. M., Akel, M., Hajj, A., Sacre, H., Hallit, S., & Salameh, P. (2021). Descriptive assessment of graduates' perceptions of pharmacy-related competencies based on the Lebanese pharmacy core competencies framework. Pharmacy Practice (Granada), 19(2), 2320. https://doi.org/10.18549/PharmPract.2021.2.2320
Zeitoun, A., Sacre, H., Hallit, S., Zeenny, R. M., Sili, G., & Salameh, P. (2020). Clinical preceptor competencies for a better pharmacy education: A suggested framework for Lebanon. Journal of Pharmaceutical Policy and Practice, 13, 21. https://doi.org/10.1186/s40545-020-00217-3
