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Goals, Competencies and Learning Philosophy


Residency Program Goal

To provide a challenging and dynamic learning environment where residents can develop and refine their knowledge, skills and attitudes and behaviours in the provision of pharmaceutical care with the goal of the resident being able to proficiently provide comprehensive pharmaceutical care in diverse practice settings at the end of their residency program.


Educational Outcomes

The Program will develop the following ability-based outcomes in its residents:

  • Provide evidence-based direct patient care as a member of interprofessional teams
  • Manage and improve the medication use process
  • Exercise leadership
  • Exhibit skill in managing one’s own practice of pharmacy
  • Provide medication and practice-related education
  • Demonstrate project management skills


Our Learning Philosophy

Our Program employs the evidence-based principles of adult learning in all aspects of Program design and operation.  The principles of adult learning include the following:

  • Prior knowledge is key to learning
  • Prior knowledge must be activated and in doing so, residents are able to identify what they already know
  • Links need to be created between existing and new knowledge.  This requires time.
  • Discussion and reflection need to be promoted
  • Relevant and variable contexts for learning need to be created
  • Intrinsic motivation is associated with deep approaches to learning.  The resident needs to see the value of learning to their practice or the patients they care for.

We encourage active learning, whereby residents are actively involved in their own learning and spend the majority of the time learning by “doing”, rather than “observing”.  In keeping with this, residents will be involved in their own learning through completing self-assessments of their needs, developing personal learning objectives, identifying strategies to achieve objectives and self-evaluating their learning and progress.

References:

  1. Pratt D.  Five Perspectives on Teaching in Adult and Higher Education 1998.
  2. Kaufman DM.  ABC of learning and teaching in medicine: Applying educational theory in practice.  BMJ 2003;326:213-16.
  3. Spencer J.  ABC of learning and teaching in medicine: Learning and teaching in the clinical environment.  BMJ 2003;326:591-94.

Types of Learning Experiences

Residents will be exposed to a large variety of learning experiences throughout the residency program.  A variety of instructional methods will be used throughout the Program, including experiential learning, case-based learning, didactic learning and resident-led teaching.  The purpose is to activate prior knowledge, create links between new and previous knowledge, develop a deep understanding of key concepts and apply these concepts to practice.


Assessment of Learning

Residents will be assessed using a variety of formal and informal methods, including rotation evaluations, self-evaluations, self-assessments of learning, procedure logs, Academic Half Day teaching, presentations and project skills.  The resident will also receive regular feedback from preceptors throughout all rotations and residency activities.  The purpose of these evaluations, formal and informal, is to assess the residents’ progress towards meeting the above ability-based outcomes.  These outcomes form the required resident competencies for the Program. 

 

 

-Last updated May 31, 2018