The EAHP Board, elected for three-year terms, oversees the association’s activities. Comprising directors responsible for core functions, it meets regularly to implement strategic goals. Supported by EAHP staff, the Board controls finances, coordinates congress organization, and ensures compliance with statutes and codes of conduct.
ER4 – Competency-based education – go for knowledge, skill and attitude!
Date:
13/03/2025 - 3:00 pm to 4:00 pm
14/03/2025 - 9:00 am to 10:00 am
Room:
Auditorium 15
Facilitator:
Stefanie Deuster
Speakers:
Abstract:
Link to EAHP Statements
Section 1 – Introductory Statements and Governance: Statements – 1.1, 1.5
Section 4 – Clinical Pharmacy: Statements – 4.1, 4.6
Section 6 – Education and Research: Statement Statements – 6.3
Abstract
As health care professionals, pharmacists require a solid education with a strong academic background. Yet, the fast changing and evolving pharmaceutical and medical knowledge necessitates a shift in training and education strategies. Competency-based education (CBE) has become a fundamental approach to medical education in numerous countries.
Competency-based curricula emphasize four key features: focus on learning outcomes, emphasis on abilities, reduced time-based training and learner-centeredness. The defined learning outcomes describe the knowledge, skills, and attitudes essential for a professional individual in working life.
The design of a successful competency-based system of education begins with identifying desired outcomes and defining performance levels for each competency. This leads to the development of a framework for assessing competencies and finally the (re)evaluation of the programme, enabling continuous improvement.
Competency-based assessments are used to distinguish between the skills and knowledge that you already have, and those for which you need further education and training. The use of entrustable professional activities (EPAs) is an approach to deal with the complex nature of CBE. An EPA is a unit of professional practice that can be fully entrusted to a pharmacist as soon as he or she has demonstrated the necessary competence to execute this activity unsupervised.
EPAs can effectively bridge the gap between educational preparation and job practice, ensuring that pharmacists are equipped not only with knowledge but also with the skills and attitudes necessary for professional success.
This seminar will show examples of innovative approaches illustrating the practical implementation of CBE and EPAs in pharmacy education settings – at undergraduate, postgraduate, and professional development levels.
Two experienced speakers will share their experiences, best practices, and insights into successful implementation of CBE.
Learning objectives
After the session, the participant should be able to:
- Outline the principles underlying competency-based pharmaceutical education.
- Evaluate the benefits and opportunities with CBE and EPAs.
- Assess effective strategies for implementing CBE in pharmacy education.
Educational need addressed
In an increasingly complex healthcare system, hospital pharmacists need to know the principles of competency-based pharmaceutical education and its implications for shaping the future of pharmacy training and practice. Hospital pharmacists should use practical strategies to advance the integration of competencies and EPAs in their educational environments, thereby improving the quality of pharmacy education and enhancing patient care outcomes.
Keywords
Education, communication, inter-professional collaborative practice, continuing professional development.