Report on Pharmacy Programme

1
Report on Pharmacy Programme

• Susan S. S. Ho
• School of Pharmacy
• Faculty of Medicine
• The Chinese University of Hong Kong
• 8 September 2007

2
Objective

• To report on the strengths, weaknesses, and areas
  requiring modifications in the Pharmacy programme

3
B.Pharm Programme (3-year)

• Foundation courses in Biosciences
• Anatomy/Physiology, Biochemistry, Microbiology
• Pharmaceutical Chemistry
• Pharmaceutics and Formulation Science
• Pharmacognosy
• Pharmacy Practice and Law
• Pharmacology and Therapeutics
• Research Methods and Techniques
• Pharmacy Clerkship and Project

4
Schedule of Events in 2007

• Jan 07 Dates of formal review of B.Pharm
• programme announced v
• Apr 07 Submission of self-evaluation document v
• May 07 Meetings with review panel v
• Jun 07 Draft review report released v
• Sep 07 Debriefing session by review panel
• Oct 07 Submission of response (action plan)
• Oct 07 Jan 08 Senate Committee (TL) to
• consider reports
• Feb 08 Senate make recommendations to RAC

5
Overall Assessment

• The review panel was impressed by the high
  levels of concern and interest for the quality of
  teaching and learning displayed by staff of the
  School.
• Appropriate curriculum revisions
• Effective monitoring and refinement of curriculum
  using a wide range of feedback

6
Strengths of the Programme

• Programme Management and Quality Assurance
• A lively and effective Curriculum Committee
• Evidence of successive improvements to the
  curriculum from the SEQ and alumni surveys

7
Strengths of the Programmecontd

• Learning Outcomes
• Among the pioneers in specifying programme- or
  professional-specific learning outcomes
• Data indicate an increase in students
  perceptions of the development of both generic
  and professional capabilities

8
Strengths of the Programmecontd

• Content and Learning Activities
• Introduction to Pharmacy (Year 1) course provides
  a valuable roadmap of the programme
• School was enthusiastic about making more use of
  IT in teaching and learning
• Students and alumni found the overseas exchange
  programme to be an enlightening experience

9
Strengths of the Programmecontd

• Professional Development of Teachers
• High levels of participation in professional
  development activities of members of the School
• Adjunct tutors provide a positive learning
  environment for the students

10
Weaknesses of the Programme

• Content
• Tight schedule and heavy workload, particularly
  in Year 1
• Few choices of electives except for Year 3
• Learning Activities
• Low levels of active learning and patient care
  activities in Year 1 and Year 2

11
Weaknesses of the Programmecontd

• Assessment
• Heavy reliance on tests and examinations in some
  courses
• Lack of formal mechanism of collecting feedback
  from adjunct tutors

12
Modifications Needed

• Course Content and Scheduling
• Devise schedules more consistent with student
  desires
• Offer parallel elective courses, focusing upon
  specialization of practice

13
Modifications Neededcontd

• Learning Activities
• Develop integrated didactic and experiential
  learning that transcends all 3 years of study
• Greater emphasis of active learning for all
  years, particularly Year 1 and Pharmacy Law
  course

14
Modifications Neededcontd

• Assessment and Feedback
• Greater use of forms of assessment other than
  tests and examinations
• Provide professional development for adjunct
  tutors and collect feedback from them regularly

15
Challenges

• Time constraints
• 3-year B.Pharm vs. 4-year M.Pharm (UK) and 6-year
  Pharm.D (USA)
• Resource constraints
• Small student number in offering electives
• Funding issues for overseas student exchange
  programmes

16
Challengescontd

• Motivating teachers
• Service teaching departments and adjunct teachers
  to align their teaching with the learning needs
  of our students
• Harmonizing the philosophy and value of the
  entire teaching team

17
Ultimate Challenge

• Build a case to support a role for pharmacist as
  a bridge between the patient and the doctor in
  designing as well as monitoring drug therapy
• Create a critical mass of academic staff and
  students to derive maximal benefit in learning

18
Opportunities

• The Integrated Healthcare Model
  (Multidisciplinary Care)
• Where do the 3 curricula intersect?
• Team education and cross training of the 3
  professions

19
Thank you.
20
Seminar onPharmacy Education and Curriculum
Reform in the University of Helsinki

• By
• Dr. Nina Katajavuori, Ph.D.
• Pedigogical Senior Lecturer
• Faculty of Pharmacy, University of Helsinki,
  Finland
• Tuesday, 11 September 2007
• 330 500 pm (Ching Kai Hall, BMSB)
• All Are Welcome !