Objective: This study aimed to develop and implement a program-wide active learning framework to guide active learning and assessment efforts in an entry-to-practice competency-based Doctor of Pharmacy program.
Methods: The development of the framework involved 3 stages: creation of a framework aligned with the program's guiding principles, provision of training and support to faculty and students, and evaluation of the students' and academic staff satisfaction using an online survey over 2 academic years (2022-2023). Data from this survey were analyzed descriptively.
Results: An active learning framework that was aligned with the program's guiding principles while allowing flexibility for individual teaching styles was developed. It consisted of 4 stages: preclass preparation, in-class work, prelaboratory preparation, and in-laboratory activities (emphasizing knowledge acquisition and competency development). Academic staff surveys reported higher satisfaction of staff in year 2 than year 3 of the program, with indications of further training on specific modalities. Students' satisfaction improved from year 2 to 3, particularly, in areas related to class objectives, learning environment, and feedback.
Conclusion: The transformation of a curriculum that includes the evolution of the teaching and learning strategy is a complex, long-term project that deserves continuing attention. Having frameworks in place helps the management, instructors, and students to understand the global direction, stay focused, and support the implementation of competency-based education and student-centered learning.
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