Katajavuori Nina, Salminen Outi, Vuorensola Katariina, Huhtala Helena, Vuorela Pia, Hirvonen Jouni
Faculty of Pharmacy, University of Helsinki, P.O. Box 56, 00014 Helsinki, Finland.
Pharmacy (Basel). 2017 Jun 1;5(2):29. doi: 10.3390/pharmacy5020029.
In order to meet the expectations to act as an expert in the health care profession, it is of utmost importance that pharmacy education creates knowledge and skills needed in today's working life. Thus, the planning of the curriculum should be based on relevant and up-to-date learning outcomes. In the University of Helsinki, a university wide curriculum reform called 'the Big Wheel' was launched in 2015. After the reform, the basic degrees of the university are two-cycle (Bachelor-Master) and competence-based, where the learning outcomes form a solid basis for the curriculum goals and implementation. In the Faculty of Pharmacy, this curriculum reform was conducted in two phases during 2012-2016. The construction of the curriculum was based on the most relevant learning outcomes concerning working life via high quality first (Bachelor of Science in Pharmacy) and second (Master of Science in Pharmacy) cycle degree programs. The reform was kicked off by interviewing all the relevant stakeholders: students, teachers, and pharmacists/experts in all the working life sectors of pharmacy. Based on these interviews, the intended learning outcomes of the Pharmacy degree programs were defined including both subject/contents-related and generic skills. The curriculum design was based on the principles of constructive alignment and new structures and methods were applied in order to foster the implementation of the learning outcomes. During the process, it became evident that a competence-based curriculum can be created only in close co-operation with the stakeholders, including teachers and students. Well-structured and facilitated co-operation amongst the teachers enabled the development of many new and innovative teaching practices. The European Union funded PHAR-QA project provided, at the same time, a highly relevant framework to compare the curriculum development in Helsinki against Europe-wide definitions of competences and learning outcomes in pharmacy education.
为了满足作为医疗保健行业专家的期望，药学教育培养当今工作生活所需的知识和技能至关重要。因此，课程规划应基于相关且最新的学习成果。在赫尔辛基大学，2015年启动了一项名为“大轮”的全校范围课程改革。改革后，该大学的基础学位为两阶段（学士 - 硕士）且基于能力，其中学习成果构成课程目标和实施的坚实基础。在药学院，这项课程改革在2012 - 2016年分两个阶段进行。课程建设基于通过高质量的第一阶段（药学理学学士）和第二阶段（药学理学硕士）学位课程所确定的与工作生活最相关的学习成果。改革通过采访所有相关利益相关者启动：学生、教师以及药学所有工作领域的药剂师/专家。基于这些访谈，确定了药学学位课程的预期学习成果，包括与学科/内容相关的技能和通用技能。课程设计基于建设性对齐原则，并应用了新的结构和方法以促进学习成果的实施。在此过程中，很明显只有与包括教师和学生在内的利益相关者密切合作才能创建基于能力的课程。教师之间组织良好且得到推动的合作促成了许多新的和创新的教学实践的发展。与此同时，欧盟资助的PHAR - QA项目提供了一个高度相关的框架，用于将赫尔辛基的课程开发与欧洲范围内药学教育能力和学习成果的定义进行比较。
