Nationwide collaborative development of learning outcomes and exemplar standards for Australian pharmacy programmes.
OBJECTIVE
Internationally, the preparation of pharmacy graduates for professional practice has evolved from educating for capacities for practice, to a focus on competencies, and most recently, on assuring graduate outcomes. Consequently, there is an increasing emphasis on the specification of and accountability around student learning outcomes. This, in turn, has implications for teaching and assessment. The aim of the study was to harmonise the various expectations and regulatory requirements for Australian pharmacy education programmes through the development of learning outcomes and exemplar standards for all entry-level pharmacy graduates.


METHODS
Learning outcomes and exemplar standards were developed through a participatory action research framework which involved academic staff representatives from pharmacy schools in Australia, pharmacy student representatives, and the Australian Pharmacy Council (APC, the accreditation body for Australian pharmacy programs) involving an iterative process of dissemination and seeking of feedback.


RESULTS
The key result from the project was the formulation of national pharmacy learning outcomes and exemplar standards (PhLOS) for all students graduating from entry-level pharmacy programmes. These have been endorsed by both students and academics.


CONCLUSIONS
Learning outcomes have been developed through a collaborative process for pharmacy programmes across Australia through harmonisation of the various expectations and regulatory requirements for pharmacy education programmes. Application of these learning outcomes and exemplar standards will ensure that all graduates of all entry-level pharmacy programmes will have achieved at least the same threshold, regardless of the university from which they graduate prior to entering their internship year.
School of Science and Technology, University of New England, Armidale, NSW, Australia.
Ieva
I
Stupans
School of Health Sciences, Flinders University of South Australia, Adelaide, SA, Australia.
Sue
S
McAllister
School of Medicine and Pharmacology, University of Western Australia, Perth, WA, Australia.
Rhonda
R
Clifford
Faculty of Health Sciences, Curtin University, Perth, WA, Australia.
Jeff
J
Hughes
Faculty of Pharmacy, University of Sydney, Sydney, NSW, Australia.
Ines
I
Krass
School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, SA, Australia.
Geoff
G
March
School of Pharmacy and Medical Sciences, University of South Australia, Adelaide, SA, Australia.
Susanne
S
Owen
Graduate School of Health, University of Technology Sydney, Sydney, NSW, Australia.
Jim
J
Woulfe
education; professional practice; professional training; teaching methods