Context evaluation of compentency-based curricula in pharmacy / Maria Monica S. Griño, Imelda G. Peña

The changing focus of pharmacy practice from drug production to patient-oriented care as well as new professional standards and technological advancements both locally and globally, steered the wheel towards curricular reforms that are responsive to these evolving paradigms. This study described the experiences in apply context evaluation both in the development and consequent formative evaluation of competency-base curricula in pharmacy education programs of the University of the Philippines Manila College of Pharmacy. The process of context evaluation utilized in this study can serve as a model for evaluation of competency-based programs in other colleges of pharmacy in the country. Data were collected from various stakeholders through round table discussions and survey research from 2001 to 2004. Professional roles, responsibilities and corresponding tasks of a pharmacy graduate were identified and validated. Professional competencies, which were translated to terminal competencies expected of a pharmacy graduate, were identified and linked to the courses in the programs as well as to the course objectives formulated. The curricular programs were again subjected to a formative context evaluation in 2009. Initial context evaluation revealed that the pharmacy graduate should be prepared for the roles and responsibilities of a nine-star pharmacist and must be equipped with nine (9) terminal competencies. There were courses that need to be strengthened, deleted or included. Formative evaluation showed that majority of the courses offered by the departments provided course objectives that were congruent with the terminal competencies set for the courses. Further review and rewording of the establised comptencies have been recommended as well as a summative evaluation to determine the impact and outcomes of the curricular programs.

General Education.