@article{Review Process for an Entry-level DegreeProgram in Pharmacy: A Successful Approach_2002, volume={2}, url={https://pharmacyeducation.fip.org/pharmacyeducation/article/view/720}, abstractNote={<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This </span><span>paper </span><span>describes the evaluation and </span><span>review </span><span>process </span><span>conducted at </span><span>the </span><span>University </span><span>of Montreal for the </span><span>bachelor </span><span>of</span><span>pharmacy</span><span>program. </span><span>The </span><span>study </span><span>assessed </span><span>the </span><span>successful<br /> </span><span>implementation </span><span>of the </span><span>program’s </span><span>educational </span><span>objectives </span><span>across </span><span>the </span><span>new </span><span>curriculum. </span><span>The assessment </span><span>involved </span><span>revisiting </span><span>the educational </span><span>objectives, describing </span><span>the </span><span>teaching </span><span>and evaluation </span><span>methods, </span><span>evaluating </span><span>the </span><span>pro</span><span>gram </span><span>strengths</span><span>and weaknesses </span><span>perceived by faculty </span><span>and </span><span>students and </span><span>investigating </span><span>student’s academic </span><span>workload. The </span><span>analysis </span><span>indicated that </span><span>objectives </span><span>related </span><span>to </span><span>intellectual skills </span><span>were </span><span>emphasized </span><span>in all </span><span>disciplines<br /> </span><span>while </span><span>objectives </span><span>related to attitudes </span><span>were </span><span>weakest. The </span><span>majority </span><span>of </span><span>teaching </span><span>methods used </span><span>a </span><span>combination of </span><span>lectures and </span><span>low </span><span>problem solving.</span><span>Problem </span><span>complexity </span><span>could </span><span>be </span><span>increased to </span><span>improve knowledge integration </span><span>across </span><span>disciplines. </span><span>The </span><span>workload </span><span>analysis </span><span>revealed </span><span>that<br /> </span><span>students </span><span>allocate </span><span>less hours </span><span>per </span><span>week than the </span><span>recommended standard and </span><span>that </span><span>a </span><span>better </span><span>balance between </span><span>semesters </span><span>should be </span><span>reached. Based </span><span>on </span><span>the </span><span>information </span><span>gathered, </span><span>the </span><span>academic </span><span>policy </span><span>committee, </span><span>in </span><span>collaboration with </span><span>faculty </span><span>members devised </span><span>an </span><span>effective </span><span>tool </span><span>to </span><span>modify </span><span>the </span><span>program; </span><span>the </span><span>tool included </span><span>an </span><span>efficient </span><span>reporting </span><span>and </span><span>recording procedure, </span><span>a </span><span>plan </span><span>of action </span><span>and </span><span>an </span><span>implementation </span><span>schedule. </span><span>The evaluation </span><span>and </span>subsequent modification process allocated clear responsibilities and used a step-by-step methodology that allowed all stakeholders to participate. The approach resulted in a broad buy-in and successful improvement of the program. </p></div></div></div>}, number={3}, journal={Pharmacy Education}, year={2002}, month={Sep.} }