INSTRUCTIONAL DESIGN AND ASSESSMENT Experience with a Non-traditional Doctor of Pharmacy Program Based on an Integrated, Andragogical Model
Objectives. With the movement of academic pharmacy toward a single entry-level degree program, many working pharmacists who hold bachelor’s degrees have sought advanced educational opportunities. The nontraditional PharmD program at the Massachusetts College of Pharmacy and Health Sciences (MCPHS) was designed using a collaborative learning approach and an integrated model of didactic and experiential education to meet the needs of adult learners. Methods. The pathway was developed and implemented in 1996 at MCPHS. The program consisted of 34 credit hours of integrated didactic and experiential education. In 1999, an exit survey was designed to assess the student’s experience and level of satisfaction with the NTPD. Results. Survey results from graduates revealed general satisfaction with the delivery of the program and high levels of confidence in providing pharmaceutical care. As of May 2002, 134 pharmacists have graduated and 92 students remain in the pathway. Conclusion. The program’s emphasis on collaborative learning and immediate application of learned material have been well received by students. The program’s adaptability and flexibility have permitted faculty to make modifications that have enhanced the curriculum while still meeting the unique needs of this group of students.