Assessment of curricular competency outcomes

This paper describes assessment initiatives to: (i) identify outcomes addre ssed in all courses of a new entry-level Doctor of Pharmacy program; and (i i) ascertain students' perceptions of progress toward educational outcomes. During the four years after the implementation of a new curriculum, course coordinators identified competencies and supporting competencies addressed in their courses as well as the extent of coverage. Students assessed thei r command of competencies and supporting competencies annually during the s ame time frame. Results included: (i) identification of content duplication and omissions; and (ii) no significant differences in student self-assessm ents by class for each curricular year. With the addition of these surveys, we have established an assessment program that includes faculty members' j udgments of their contribution to curricular content and students' appraisa ls of learning.