A mixed methods study of a competency-driven approach in a pharmacy course

Background: There is a call to transition from traditional grades towards Competency-Based Education (CBE) for health professionals, however, evidence is needed to describe the challenges and opportunities unique to pharmacy education. Students’ understanding and faculty perceptions of a CBE approach would help foster acceptance. Objective: to assess student opinions, understanding, and attitudes towards implementing a Competency-Driven (CD) approach into a pharmacy course. A secondary objective was to assess faculty perceptions of the CD approach. Methods: A CD approach was implemented in Foundations of Pharmacy Practice, a two-semester course. Using mixed methods, 61 students enrolled in the course participated in a pre- and post-survey and focus group. Results: Sixty-two per cent of students provided informed consent, and five participated in a focus group. Findings demonstrate that students believe individualised feedback fosters professional growth. Students consistently valued feedback on non-graded assessments and were less likely to agree that graded assignments assisted their learning/professional development. Over half of the students prioritised graded courses over pass-or-fail coursework. Five qualitative themes included professional growth, motivation, sufficient time frame, supportive environment, and career success. Conclusion: While students perceive that a CD approach creates a supportive learning environment and promotes professional development, most prioritised traditionally graded coursework.