EAFP Annual Conference 8'10'6'2006 Tartu, Estonia

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EAFP Annual Conference8.-10.6.2006 Tartu, Estonia

• Managing the Quality of Pharmacy Education in
  the University of Helsinki

Jouni Hirvonen, Vice Dean (Academic
Affairs) Faculty of Pharmacy, University of
Helsinki Finland
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University of Helsinki founded in 1640
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Outline

• 1 Background
• Organisational structure of the Faculty of
  Pharmacy
• 2 The New Pharmacy Curriculum
• Knowledge, skills, life-long learning
• 3 Quality Assessment of Pharmacy Education
• Course evaluation, learning outcomes, working
  life
• 4 Conclusions
• - Quality Development of Pharmacy Degrees
  Interplay between Scientific and Professional
  Goals

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1 Background

• As a part of the Bologna process, faculties at
  the University of Helsinki are building up
  quality assurance systems for higher education.
• In Finland, the quality assurance systems are
  assessed by an external auditing system,
  conducted every six years by the Finnish Higher
  Education Evaluation Council (FINHEEC).

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Figure 1. Organisational structure of the
Faculty of Pharmacy.
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• In the Faculty of Pharmacy, quality assurance
  activities are managed and executed by the
  Educational Committee and the Working Group for
  Quality Assurance (Fig. 1).
• The aim of the organisation structure is to
  promote interaction and co-operation between the
  teaching personnel and the students and, further,
  to improve transparency and coordination with an
  aim towards good working atmosphere.

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How to promote quality teaching/learning?
Learning environment Culture of the organisation,
norms, values
Teacher perceptions
Student perceptions
Teacher approach
Student approach
Teacher observations
Student observations
Learning Student outcomes learning
Society, working-life expectations
Modified from Trigwell 2005
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Figure 2. Educational development in the Faculty
of Pharmacy
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Recent Pedagogical Publications in the Faculty
of Pharmacy

• Katajavuori N Free the Captured Knowledge
  Development of Pharmaceutical Expertise. Ph. D.
  Thesis. 125 p. orig. papers.
• Helsinki, Finland, 2005
• Katajavuori N, Hirvonen J, Lindblom-Ylänne S
  The development
• of excellence in pharmaceutical knowledge New
  curriculum for the
• B.Sc. (pharmacy) studies. Pharmacy Education, 3
  149-160, 2003
• Katajavuori N, Lindblom-Ylänne S, Hirvonen J
  Pharmacy mentors
• views of practical training. Research in Science
  Education, 35 323-
• 345, 2005
• Katajavuori N, Lindblom-Ylänne S, Hirvonen J
  The significance
• of practical training in linking theoretical
  studies with practice.
• Higher Education, 51 439-464, 2006

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2 The New Pharmacy Curriculum

• A major curriculum reform was started in 2005,
  whereupon the curriculum, syllabus and teaching
  were carefully assessed.
• The curriculum objects (B. Sc., M. Sc.) were
  formulated as a result of close co-operation
  between the entire staff and students of the
  Faculty also pharmacy interest groups
  participated actively in the reform.

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BACHELOR OF SCIENCE IN
PHARMACY In addition to the minimum
requirements specified in Directive 2005/36/EC of
the European Union and of the Council for
pharmaceutical education, students pursuing the
Bachelor of Science in Pharmacy degree must
obtain theoretical and practical competencies
for 1. acting in pharmaceutical positions in
all sectors of health care 2. understanding the
properties of drug products and their auxiliary
substances 3. the preparation and quality
control of drugs 4. patient counselling in the
use of prescription and self-care medications,
the assessment of symptoms and referral to
medical care 5. the recognition, assessment and
follow-up of problems in medical treatment and
the promotion of health 6. scholarly thinking
and independent, critical decision-making in
their profession 7. maintaining and upgrading of
professional competence, pursuing specialist
studies and studies leading to the Masters
degree. Pharmaceutical education is based on
scientific research and professional practices
in the field. The education must provide
adequate communication, language and
co- operation skills and lay a foundation for
professional ethics.
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MASTER OF SCIENCE IN PHARMACY In addition
to the requirements set for the degree of
Bachelor of Science in Pharmacy, students
pursuing the Master of Science in Pharmacy degree
must obtain theoretical and practical
competencies for 1. scientific and
professional postgraduate training 2. research
and development of drug compounds and drugs, as
well as research on the cost effectiveness and
use of drugs 3. acting as a superior, expert,
consultant and developer in the pharmaceutical
sector of health care. Pharmaceutical
education is based on scientific research and
professional practices in the field. The
education must provide adequate communication,
language, co- operation and leadership skills and
furnish expertise in economics and
administration.
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• The knowledge and skills (incl. managerial
  tasks) of pharmacists as experts in community
  pharmacies and in drug industry are emphasized,
  but also the significance of critical thinking
  and scientific skills are valued in order to
  prepare the students for life-long learning and
  possible Ph.D. studies later on.
• The aims are reflected on the new curriculum
  (strands) and constitute the solid basis for
  cooperative and coherent pharmacy education and
  development of pedagogical skills in Helsinki.

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Strand/module examples Scientific
Thinking and Professional Development The aim
is to promote the development of scholarly
thinking and professional identity and ethics,
and to further professional growth and lifelong
learning, including learning skills. From
Molecule to Drug Product The aim is to enhance
familiarity with the basics of the natural
sciences. Of special importance is to understand
the chemical, physical-chemical and biological
properties of drug products and their auxiliary
substances, and to study the preparation and
quality control of drugs.
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Strand/module examples Patient
and Medical Care The aim is to obtain a basic
knowledge of the structure and function of the
human body and its illnesses. A particular aim is
to obtain an understanding of the mechanisms and
stages of effect of drugs used in the treatment
of illnesses, their most important adverse
effects and adverse interactions, and to acquire
competence in patient counselling and health
promotion. Medicines and Society The aim is
to obtain a basic insight into the status and
function of pharmacy in society, factors
affecting the success of medical treatment on
the individual and social levels, and
possibilities to influence these factors.
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3 Quality Assessment of Pharmacy Education

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4 Conclusions

• The quality of pharmacy education is evaluated
• regularly against the previous objectives.
• Good teaching (and research!) practices are
• encouraged and presented regularly to the
  whole
• Faculty weak points are evaluated and
  corrected (priority list).
• The ultimate goal of the research-based
  educational
• development in the Faculty of Pharmacy in
  Helsinki
• is to enhance the achievement of the
  curriculum objects and to foster pharmacy
  students deep-level learning.

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• The Faculty of Pharmacy was nominated as a
  quality
• educational unit in the University of Helsinki in
  2005.
• The quality award was granted for a
  research-based educational development project
• Quality Development of the Pharmacy
  Degrees
• Interplay between Scientific and Professional
  Goals

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Acknowledgements Pedagogic University Lecturer
Nina Katajavuori Professor Marja
Airaksinen Bologna Process Coordinator Tiina
Kuosa Head of Pharmacy Education Administration
Helena Huhtala
Faculty of Pharmacy at the Viikki Campus of
Biosciences
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Thank You for Your Attention!