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Sibicky SL, Daugherty KK, Chen AMH, Rhoney D, Nawarskas J. Enabling Factors for the Implementation of Competency-Based Curricula in Colleges and Schools of Pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100681. [PMID: 38460599 DOI: 10.1016/j.ajpe.2024.100681] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 09/22/2023] [Accepted: 03/05/2024] [Indexed: 03/11/2024]
Abstract
OBJECTIVES To review the implementation drivers of competency-based pharmacy education (CBPE) and provide recommendations for enablers. FINDINGS Competency-based education is an emerging model in the health professions, focusing on time-variable competency development and achievement compared with a time-bound, course-based, traditional model. CBPE is an outcomes-based organized framework of competencies enabling pharmacists to meet health care and societal needs. However, challenges need to be recognized and overcome for the successful implementation of CBPE. Competency drivers include defining the competencies and roles of stakeholders, developing transparent learning trajectories and aligned assessments, and establishing lifetime development programs for stakeholders. Organization drivers include developing support systems for stakeholders; facilitating connections between all educational experiences; and having transparent assessment plans, policies, and procedures that align with core CBPE precepts, including the sustainability of time-variability. Leadership drivers include establishing growth mindset and facilitating a culture of connection between workplace and educational environments, program advocacy by institutional leaders, accepting failures as part of the process, shifting the organizational culture away from learner differentiation toward competence, and maintaining sufficient administrative capability to support CBPE. SUMMARY The successful implementation of CBPE involves enabling the competency, organization, and leadership drivers that will lead to program success. More research is needed in the areas of creation, implementation, and assessment of CBPE to determine success in this model. We have reviewed and provided recommendations to enable the drivers of successful implementation of CBPE.
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Affiliation(s)
- Stephanie L Sibicky
- Northeastern University School of Pharmacy and Pharmaceutical Sciences, Boston, MA, USA.
| | - Kimberly K Daugherty
- Sullivan University College of Pharmacy and Health Sciences, Louisville, KY, USA
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Denise Rhoney
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - James Nawarskas
- University of New Mexico College of Pharmacy, University of New Mexico, Albuquerque, NM, USA
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Chen AMH, Kleppinger EL, Churchwell MD, Rhoney DH. Examining Competency-Based Education Through the Lens of Implementation Science: A Scoping Review. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100633. [PMID: 38092089 DOI: 10.1016/j.ajpe.2023.100633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 11/15/2023] [Accepted: 12/06/2023] [Indexed: 01/12/2024]
Abstract
OBJECTIVES This study aimed to identify evidence for the implementation and assessment of competency-based education (CBE) in health professions curricula using an implementation science framework. FINDINGS Using the PRISMA framework, a systematic review of the literature applying a prespecified and piloted search strategy from 2017 to the present in PubMed and CINAHL was performed. References identified from the search strategy were imported into Covidence for title and abstract screening and full-text review by 2 researchers. A third researcher resolved discrepancies. Data were extracted and synthesized to identify key elements from the article related to implementation science, with a quality appraisal. A total of 25 studies out of 304 initially identified records were included. The studies covered a broad range of health professions and countries. Key findings were limited use of implementation science elements, including variability in CBE implementation, limited fidelity assessment, and partial examination of the process continuum. Programs with a more robust implementation approach have a team-based strategy to lead, implement, and support CBE. Motivation and training of faculty are also key components of successful CBE implementation. SUMMARY Competency-based education is implemented differently across institutions, with variation among programs in their choice of elements of implementation science used. Further research is needed to examine CBE from an implementation science perspective and address remaining questions.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH, USA.
| | | | - Mariann D Churchwell
- University of Toledo, College of Pharmacy and Pharmaceutical Sciences, Toledo, OH, USA
| | - Denise H Rhoney
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, NC, USA
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Wu A, Shamim A, Rahhal Z, Kieff M, Lalla E, Torre L, Zubiaurre Bitzer L, Kunzel C. A Scoping Review of Internationalization of Dental Education—Identifying Formats and Motivations in Dental Education. FRONTIERS IN DENTAL MEDICINE 2022. [DOI: 10.3389/fdmed.2022.847417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BackgroundInternationalization efforts, including global health activities, in dental education can play an important role in preparing future oral healthcare professionals. To date, in the available literature, there is no common understanding of what internationalization of dental education might mean, and there are no agreed upon standards relating to, or a common definition of the term internationalization of dental education. Here, the authors investigate what has been published in the above area from 01/01/2000 to 12/31/2020, identifying perceived motivations and formats. A proposed definition and connection to the field of international higher education is provided.MethodsA scoping review of published literature was performed and identified 47 relevant articles. The articles were thematically sorted based on educational formats and concepts (previously established in international higher education) and motivations.ResultsDespite the paucity of articles directly addressing internationalization of dental education, there was a large variety of articles on topics that were identified to correlate with international higher education, ranging from international partnerships, student mobility, and language, to international curriculum at home—with different perceived motivations, including competition, international understanding, and social transformation.DiscussionMore research on internationalization of dental education is needed to provide guidelines and formalize standards for international educational goals to better align formats and motivations for international efforts in dental education.
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Jayaram A, Nunez KC, Flores M, Hill SE, Hong KW, Peck CJ, Rapaport S, Stankey M, Stingl CS, Wariso B, Webb J, Wight C, Fallah PN. Development of an Open-Access Webinar Series on Pathways for Global Surgery Engagement for Applicants to US Residency Programs. J Surg Res 2021; 272:17-25. [PMID: 34922266 DOI: 10.1016/j.jss.2021.10.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 09/23/2021] [Accepted: 10/10/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND Global surgery (GS) training pathways in residency are unclear and vary by specialty and program. Furthermore, information on these pathways is not always accessible. To address this gap, we produced a collection of open-access webinars for senior medical students focused on identifying GS training pathways during residency. METHODS The Global Surgery Student Alliance (GSSA) is a national nonprofit that engages US students and trainees in GS education, research, and advocacy. GSSA organized nine one-hour, specialty-specific webinars featuring residents of surgical specialties, anesthesia, and OBGYN programs. Live webinars were produced via Zoom from August to October 2020, and all recordings were posted to the GSSA YouTube channel. Medical students moderated webinars with predetermined standardized questions and live questions submitted by attendees. Participant data were collected in mandatory registration forms. RESULTS A total of 539 people were registered for 9 webinars. Among registrants, 189 institutions and 36 countries were represented. Registrants reported education/training levels from less than undergraduate education to attending physicians, while medical students represented the majority of registrants. Following the live webinars, YouTube recordings of the events were viewed 839 times. Webinars featuring otolaryngology and general surgery residents accrued the greatest number of registrations, while anesthesia accrued the least. CONCLUSIONS Medical students at all levels demonstrated interest in both the live and recorded specialty-specific webinars on GS in residency. To address the gap in developing global surgery practitioners, additional online, open-access education materials and mentorship opportunities are needed for students applying to US residencies.
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Affiliation(s)
- Anusha Jayaram
- Tufts University School of Medicine, Boston, Massachusetts; Global Surgery Student Alliance, Cambridge, Massachusetts.
| | - Kristin Cardiel Nunez
- Mayo Clinic Alix School of Medicine, Rochester, Minnesota; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Michael Flores
- Yale School of Medicine, New Haven, Connecticut; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Sarah Em Hill
- University of Arkansas for Medical Sciences College of Medicine, Little Rock, Arkansas; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Kyung Woo Hong
- University of Florida, Gainesville, Florida; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Connor J Peck
- Yale School of Medicine, New Haven, Connecticut; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Sarah Rapaport
- Johns Hopkins University School of Medicine;, Baltimore, Maryland; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Makela Stankey
- Keck School of Medicine at the University of Southern California, Los Angeles, California
| | - Cybil Sierra Stingl
- Virginia Commonwealth University School of Medicine, Richmond, Virginia; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Bathsheba Wariso
- MHS-Meharry Medical College, Nashville, Tennessee; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Joshua Webb
- University of Utah School of Medicine, Salt Lake City, Utah; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Caroline Wight
- Tufts University School of Medicine - Maine Track, Portland, Maine; Global Surgery Student Alliance, Cambridge, Massachusetts
| | - Parisa N Fallah
- Brigham and Women's Hospital, Massachusetts General Hospital, Boston, Massachusetts; Global Surgery Student Alliance, Cambridge, Massachusetts
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Crossing the Innovation Chasm: Identifying Facilitators and Barriers to Early Adoption of the Global Health Starter Kit Curriculum. Ann Glob Health 2021; 87:113. [PMID: 34900613 PMCID: PMC8622155 DOI: 10.5334/aogh.3356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Purpose: The Global Health Starter Kit (GHSK) is an interdisciplinary, competency-based, open access global health curriculum covering global disease and demographic trends, Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs), the connection between oral health and overall health, social determinants of health, and concepts of sustainable and ethical global health programs. In this study, we evaluate and describe barriers to and facilitators for using and implementing the GHSK curriculum across a variety of new users. Methods: This two-phase study uses the Roger’s Adoption Curve concept to standardize this evaluation and inform a strategic plan for continuing to move the curriculum across the chasm from early adopters to an early majority of global oral health educators and learners. We utilized a theoretical adoption framework to identify facilitators and barriers under the domains of innovation and curricular, educator and learner, and institutional and structural factors. Under qualitative Phase 1, five early adopter institutions were interviewed to elicit understanding of factors that contribute to adoption of the GHSK curriculum. Common themes identified were next used to create a Phase 2 quantitative survey for early majority subscribers of the GHSK (N = 27). Results: These qualitative and quantitative results showed an overall high satisfaction with the quality of the GHSK materials, but also effectively identified barriers to its adoption, including inexperience of faculty in teaching global oral health, a lack of awareness and marketing, and absence of global health accrediting requirements. Conclusions: By identifying the barriers and facilitators of GHSK curriculum integration, this study provides concrete and specific opportunities to improve its format, relevance, content, and delivery. This study outlines next steps to creating a standardized approach to successfully adopting competency-based global oral health teaching and learning.
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Integrating Global Health Within Dental Education: Inter-University Collaboration for Scaling Up a Pilot Curriculum. Ann Glob Health 2020; 86:113. [PMID: 32944510 PMCID: PMC7473179 DOI: 10.5334/aogh.3024] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Background: New education programs are developing to improve global health awareness. Dental students have demonstrated interest in international settings but are largely unaware of global health topics. The Timothy A. DeRouen Center for Global Oral Health of the University of Washington (UW) and Harvard School of Dental Medicine expanded a competency-based global health curriculum (Global Health Starter Kit) by integrating it within the UW School of Dentistry (UW SOD) existing elective course “Global Oral Health” to undergraduates, pre-, and doctorate students from the UW SOD and Public Health. The study objective was to evaluate the curriculum effectiveness by assessing 1) Knowledge and Attitudes (survey), and 2) Didactic coursework (global trends, global goals, primary care, social determinants and risks, and ethics and sustainability). Methods: Eligibility included enrolled students with both pre- and post-assessments. Descriptive statistics were conducted to present demographic data. Significant changes on survey and didactic evaluations were analyzed with paired t-tests (p < 0.05). Findings: The population (N = 15) represented 88% of the class. All Knowledge categories had a significant increase (p < 0.05), except in the topic of tropical diseases. At baseline, Attitudes categories had high scores and did not significantly increase by the end of the course. Even though all Didactic categories improved, only Social Determinants and Risks showed a significant increase (p < 0.01). Conclusion: Competency-based global health learning can be implemented in the dental curriculum. While the study shows promising results, efforts to identify areas for improvement as well as considerations of the institution’s culture need to be assessed and addressed for each teaching cycle.
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