A model of iterative outcome-based curriculum design and assessment for strategic pharmacy education in Canada

IntroductionThe changing demographics of Canada and the imminent rise in health care costs have led to significant recent developments in the legislative environment surrounding the pharmacy profession in Canada. Practicing pharmacists may not be adequately equipped to rise to the challenges associated with their expanding professional roles. As such, we endeavor to construct and implement a model of curricular design and assessment that allows for fast and effective detection and response to changing needs.Methods and ResultsThe model builds on the pioneering outcome-based education lobbied by accreditation and regulatory bodies in North America, and introduces a nationwide collaborative effort in the assessment and revision of pharmacy programs. The model is initiated by a local stakeholder focus group for identification of gaps in pharmacy education. It then flows through the next two phases that comprise the “demand pull” approach to strategic education. The model also takes into consideration its downstream applications.Discussion and ConclusionThis short communication serves to introduce and present an overview of our on-going study, as a prelude to further in-depth analyses and discussions of specific components. The study will provide insights into the capacity of the iterative, outcome-based, and multi-institutional model in supplying information towards pharmacy curricular design and continuous program advancement in Canada. We are also investigating the efficacies of alternative teaching methods in facilitating active and deeper learning. We believe that this “demand pull” approach to strategic education will ensure the continual relevancy of Canadian pharmacy programs.