Self-assessment of competency and curriculum alignment among undergraduate pharmacy students and graduates in Iran
DOI:
https://doi.org/10.46542/pe.2026.261.339349Keywords:
Competency-based education, Pharmacy education, PharmD curriculum, Self-assessment, Workplace relevanceAbstract
Background: Competency-based education is essential in pharmacy training globally, but aligning curricula with professional needs is challenging, especially in low- and middle-income countries. This study examines self-reported competencies among final-year pharmacy students and graduates at Ardabil School of Pharmacy and evaluates their relevance to professional practice.
Methods: A cross-sectional survey of 185 final-year pharmacy students and graduates involved completing a self-assessment questionnaire on competencies in knowledge, skills, communication, and research, as well as their workplace relevance. Descriptive statistics, independent t-tests, and ANOVA were conducted, with effect sizes reported, following STROBE guidelines.
Results: Relative to maximum scores, lower scores were observed in the knowledge, skills, and research domains, whereas communication competencies had the highest scores. No significant differences were found between students and graduates in most areas, although graduates reported slightly higher self-assessed research scores (t = 2.05, p = 0.04, Cohen's d = 0.33). Communication competencies were perceived as most relevant to the workplace, with no significant differences across GPA categories.
Conclusion: Final-year pharmacy students and graduates perceived moderate competence across various domains, with communication skills deemed most relevant to practice. These findings, based on self-assessments from a single institution, reflect perceived rather than objectively measured readiness. Future multi-institutional studies with objective assessments are needed to comprehensively evaluate graduates' preparedness for professional practice.
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