Strategies and processes to design an integrated, longitudinal professional skills development course sequence

A longitudinal course sequence, "Professional Skills Development," was deve loped as part of a new entry-level PharmD curriculum to aid assessment and student achievement of ability-based outcomes. The sequence emphasizes a pa tient-centered context for basic and clinical sciences, pharmacy practice p rinciples, pharmaceutical care provision, and professional development. Imp lementation strategies for the first two semesters included: (j) horizontal integration of concurrent course material using multiple faculty from diff erent disciplines; (ii) vertical, reinforced progression of content and abi lities; (iii) active learning instructional methodologies; and (iv) multipl e student assessments and feedback from self, peers, standardized patients and faculty. Weekly outcomes, mapped to course and curricular outcomes, gui ded design of activities and assessments. Student, faculty, and administrat ive response to the sequence has been positive. The instructional strategie s and course design processes may serve as models for other schools.