1. The program will graduate medication therapy experts who have achieved all of the outcomes of the AFPC ‘Educational Outcomes for First Professional Degree Programs in Canada and who can meet the NAPRA ‘Professional Competencies for Canadian Pharmacists at Entry to Practice’.
2. All Educational Outcomes will be taught throughout all years of the program. (e.g., drug therapy should not be divided into Rx/nonRx; a disease state starts the process..)
3. Starting on Day One, students will progress through simple to complex patient care activities/examples.
4. The program should emphasize ‘core’ diseases, without sacrificing some breadth of knowledge (although recognize we cannot teach it all).
5. Practice skills should start on day 1 and build throughout the program.
a. Whatever we teach must be taken to its practical application point.
6. The program should develop students’ leadership skills (i.e. to profession and society) via engagement and participation in the profession, policy discussions etc.
7. The program should foster interprofessionalism – IP learning opportunities should start early and carry throughout the program.
8. The program should include an entrepreneurial/business focus which focuses on innovation (how to be successful in practice).
9. There should be competency streams (vertical integration) throughout the curriculum with one facultymember responsible for coordination of the stream (e.g., adherence, communications).
10. We should align with external drivers e.g., ISMP terminology, cover recommendations of external agencies.
11. The program will include a set of values or attitudes expected of students, which will be modeled by faculty (e.g., attendance, professionalism, accountability – could be on a continuum.)
12. The program values should foster responsibility or accountability within the context of societal expectations (e.g., motivation to investigate a patient’s problem, discover information, synthesize solutions, act on it, influence care etc.; take ‘ownership’ of patient care)
13. The program should be ‘ahead’ of technology and faculty should be open to using innovative methods in teaching.
14. Curriculum delivery/learning should be ‘student‐centered’.
a. Students will be expected to take ownership of own learning and the program should develop self‐reflective learners.
b. The format of teaching should be one of the guiding principles‐ i.e. we should determine what the format of teaching should be.
15. The program should include frequent and early practical experiences with meaningful patient interactions.
a. Maybe with the same group of students throughout several years in SPEP?
16. The program should integrate pharmaceutical sciences and pharmacy practice (e.g., start with disease, then treatment, then drug design etc.)
17. The program should include peer‐mentoring or stewardship (learn by teaching).
18. We should adopt the same language as that used in the patent care process i.e., adopt a set of terms and all use them, use them to keep track of themes, adapt as practice changes.
Assessment & Performance Standards
19. We should set appropriate performance standards and communicate them consistently, plan to ensure success, and include assessment strategies in the curriculum framework. We need to be able to assess the quality of our graduates and the outcomes of this curricular change. Feedback needs to be built in.
20. The College should provide appropriate faculty development and make sure it fits with other needs (such as tenure and promotion requirements).
21. We must have an appropriate complement of faculty and support staff to make this curriculum happen.
Admissions Criteria (added from Admissions WG discussions)
22. There should be sufficient flexibility in prerequisite courses to:
a. allow students to apply to different programs OR apply here from different universities
b. complete an alternate degree if they are not admitted to Pharmacy
c. transfer courses from other universities.