(303) Developing a competency-driven curriculum at the COEPA cabana is the hottest spot north of Havana

Primary Author(s)

Michael J. Gonyeau, B.S., Pharm.D., M.Ed., BCPS, FNAP, FCCP (he/him/his)

Clinical Professor
Northeastern University
Boston, Massachusetts, United States

Co-Author(s)

Debra Copeland, BS, PharmD, RPh, FNAP

Clinical Professor, Asst. Dean of Experiential and Continuing Professional Education
Northeastern University
Boston, Massachusetts, United States
Stephanie L. Sibicky, Pharm.D., M.Ed., BCGP, BCPS, FASCP (she/her/hers)

Assistant Dean for Academic Affairs and Assessment, Associate Clinical Professor
School of Pharmacy and Pharmaceutical Sciences, Bouvé College of Health Sciences, Northeastern University
Boston, Massachusetts, United States

Objective : Integration of the 2013 CAPE outcomes and entrustable professional activities into COEPA was unable to address design of competency-based education (CBE) within its framework.

Our objectives were to: (1)identify strategies to adopt/integrate COEPA into CBE-based program outcomes, (2)integrate knowledge, skills and attitudes into revised program outcomes, and (3)develop new system of student achievement.

Methods: A backwards curricular design was utilized with the Dick and Carey model to guide creation of a CBE-based curriculum.

A curriculum committee taskforce directed the process. Strategies employed to determine program outcomes, course integration, and resequencing: internal and external stakeholder input (8 townhalls, 3 focus groups, 2 retreats, 5 full faculty meetings, 5 faculty development sessions, 32 individual faculty meetings), literature review and consensus best practices.

Program outcome course mapping and student level of achievement occurred through stakeholder consensus and benchmarking.

Results: Participation level varied, but was robust (PharmD faculty 100%, PharmD students 30%, preceptors 10%). We successfully revised COEPA integrated program outcomes: 10 core outcomes for all programs and 14 PharmD outcomes, created revised outcome achievement levels integrating knowledge, skills and attitudes (1: Beginning (Knows), 2: Developing (Knows how), 3: Demonstrating (Shows how), 4: Competent (Does)), and revised course outcomes map.

Feedback on strategies employed:
Successes (≥75% agreement): Faculty retreats, External experts, Dedicated discussion/working time
Challenges (≥25% agreement): Did not feel “in the know” at times, How to get everyone “on board”, Balance of providing scaffolding versus telling people what to do

Conclusions: A backwards curricular design incorporating the Dick and Carey model was successful in integrating COEPA into newly created CBE-based curriculum. A robust communication plan is recommended.