Transcript Tertiary Education Quality and Standards Agency

Pharmacy Discipline Network
Ieva Stupans
Presentation outline
 Discipline (pharmacy) network
 TEQSA
 Learning Standards
Pharmacy Discipline Network
 Legacy of ALTC
 Aim “to advocate for learning and teaching and to provide leadership
and expertise in addressing national higher education priorities”
 Project group: Ieva Stupans, Ines Krass, Jeff Hughes, Rhonda Clifford,
Geoff March, Jim Woulfe, Susanne Owen (Project Manager),
Curriculum Expert Sue McAllister
 Project supported by
 Australian Pharmacy Council
 Council of Pharmacy Schools: Australia and New Zealand Inc.
 The Australasian Pharmaceutical Science Association (APSA)
 Advanced Pharmacy Practice Framework Steering Committee
Pharmacy Discipline Network
 Expert-facilitated collaborative workshops (Learning
Outcomes in Pharmacy) which will focus on development of
learning activities and assessment approaches. Academic
representatives from all pharmacy schools, students and
organization representatives in Australia invited to attend two
two-day workshops.
 The web site developed previously will continue to be used
as
 A tool to facilitate discussion and collaboration amongst
academics and as
 An on-line repository of activities, assessment and evaluation
resources
TEQSA
 TEQSA created: 1 July 2011
 Assumes statutory force: 1 January 2012
 TEQSA has powers to:
 enforce Compliance
 apply fines and/or deregistration
 effectively withdraw public funding (Commonwealth funding
reliant on TEQSA compliance)
 audit business operations
 extract audit data directly from databases
TEQSA
Five standards to meet/sustain registration
1.
2.
3.
4.
5.
Provider Standards (Viability and governance)
Qualification Standards (AQF compliance)
Information Standards (student information)
Teaching and Learning Standards
Research Standards
Teaching and Learning Standards
As of 28th November no announcements
 ALTC projects (discipline scholars)
 Health, Medicine and Veterinary science Learning and Teaching
Academic Standards Statement
 Science Learning and Teaching Academic Standards Statement
Health, Medicine and Veterinary
Science Threshold Learning Outcomes
Upon completion of their program of study, healthcare graduates at
professional entry-level will be able to
 Demonstrate professional behaviours
 Assess individual and/or population health status and, where necessary,
formulate, implement and monitor management plans in consultation
with patients/clients/carers/animal owners/communities
 Promote and optimise the health and welfare of individuals and/or
populations
 Retrieve, critically evaluate, and apply evidence in the performance of
health-related activities
 Deliver safe and effective collaborative healthcare
 Reflect on current skills, knowledge and attitudes, and plan ongoing
personal and professional development.
Threshold Learning Outcome Statements
Upon completion of a Bachelor degree in science, graduates will be
able to:
 Understand ways of scientific thinking by:
 Demonstrating a broad knowledge of science, the creative
endeavour involved in acquiring knowledge, and the contestable
and testable nature of scientific knowledge
 Demonstrating knowledge of the principles and concepts
underlying at least one disciplinary area.
 Investigate and solve straightforward problems by:
 Using recognised methods of science and appropriate practical
techniques and tools
 Formulating hypotheses, collecting valid and reliable data, and
incorporating quantitative evidence into arguments
 Synthesising and evaluating information from a range of
sources, using a range of technologies.
Graduates as Medication experts
 As Medication Therapy Experts, at the time of
graduation pharmacy students are appropriately
confident and capable of meeting the medication-related
needs of both patients and populations........ ... They
have a commitment to care for, and care about, patients;
a fundamental knowledge of medications, the
pharmaceutical, biomedical, sociobehavioural and
clinical sciences, and health-systems; the motivation,
professionalism, confidence and clinical judgement to
apply this knowledge appropriately and effectively, and:
an attitude that enables them to work with others while
making, acting upon and taking responsibility for
scientifically-sound decisions.
Competencies
Domain 1 Professional and ethical practice
Domain 2 Communication, collaboration and selfmanagement
Domain 4 Review and supply prescribed medicines
Domain 5 Prepare pharmaceutical products
Domain 6 Deliver primary and preventive health care
Domain 7 Promote and contribute to optimal use of
medicines
Domain 8 Critical analysis, research and education
(APC) Accreditation standards
Program fosters graduates with the following pharmacy specific
skills- (no specification of workplace or at university.)
 Ability to apply knowledge- public health needs, needs of
patients, other health professionals
 Apply generic skills
 Calculate doses
 Prepare extemporaneous
 Obtain, interpret and evaluate patient and clinical data
 Assess scripts, dispense
 Advise patients
(APC) Graduate attributes
 communication
 critical thinking
 cultural
understanding
 ethics
 information literacy
 inter-professional
collaboration
 lifelong learning
 numeracy
 recognition of
limitations
 research:
 scholarship
 self-motivation
 teamwork
 workplace-related
skills
Can we develop outcomes standards
for Australian pharmacy programs
 What are the learning standards?
and
 What is the level of performance of
the student with respect to that
standard? (i.e. how high)