The literature on competency-based education is reviewed and a scheme is suggested by which a faculty can begin to modify their curricula. The model outlined is not all-inclusive, but indicates the major activities that should occur in the systematic development of a competency-based curriculum. A 300-item bibliography is included. (LBH)

Definitions and roles of industrial pharmacists are reviewed historically and present-day needs for competence are detailed. (LBH)

Criterion-referenced measurement is valuable and useful in evaluating instruction in areas of the pharmaceutical curriculum in which a minimal knowledge base independent of peer group performance is necessary. Implications of its use are discussed. (LBH)

Competency Based Education (CBE) is reviewed. Competence is defined as a complex network of knowledge, performance, and attitudes. Methods for competency identification and validation are reviewed, and assessment at all learning levels is emphasized. (Author/MLW)

Describes the process of developing a competency-based curriculum (faculty-developed and time-variable) used at the Rockford School of Medicine created by the State Board of Higher Education of the University of Illinois in 1969. Includes an abstracted sample of a curriculum statement and the curriculum validation process used. (JT)

Competency statements were developed by Medical College of Virginia/Virginia Commonwealth University faculty who had course responsibility in the school of Pharmacy. Specific statements regarding "must have" and "should have" competencies are presented in this article. (LBH)

A University of Maryland School of Pharmacy two-credit elective course which is designed to meet the needs of its students with respect to knowledge of computers and their uses in pharmacy is described. Competencies for the course and steps in evaluating and selecting computer systems are provided. (Author/MLW)

A self-instructional law course was developed at the University of Kentucky College of Pharmacy and has been well received by the students. The self-instructional method of teaching appears to be conducive to learning as indicated by the performance of the student in the course. (LBH)

Advantages and disadvantages of commonly used forms of measurement are reviewed, and an approach for assessing overall competence of the pharmacy student is discussed conceptually, based on a multiple-measurement method involving review of student performance in real practice contexts and observation in simulations of practice. (Author/LBH)

The process used by the University of the Pacific for developing a competency-based PharmD program in 1976 is described. The same procedures can be applied to similar programs for any professional degree in pharmacy. Course content, behavioral objectives, and charges to workshop groups are included. (Author/LBH)

The adoption of contract grading for a required pharmacy communication course at Auburn University is discussed. The primary objective of the course was to develop an acceptable level of communication competencies. Traditional approaches of grading were not seen as conducive to mastery learning and motivating students to perform. (Author/MLW)

Levels of competency, specific tasks within each level, and various activities used to teach each task at the University of Maryland are discussed. The student evaluation instrument is also described, along with data involving completed tasks, grades, and information from course/instructor evaluations. (LBH)

An approach being used at the University of Florida College of Pharmacy to enhance the ability of pharmacy students to communicate effectively with their patients is described. The module consists of a syllabus, original videotapes, audiotapes, assigned readings, and evaluation tools. (LBH)

A competency-based pharmacy course was refined to minimize variations in the instructor-related factors by developing a specialized study guide, a specific lecture format, and precise objective examinations. Student grade expectations, perceived degree of memorizing, hours of study, time taken for examinations, and the absenteeism rate were…

Since competency-based instruction is based on the testing process, this study suggests that careful attention to the construction of tests can produce a reliable, valid measure. The next steps to be taken include developing larger banks of test items, increasingly accurate tests, and instruction to meet specified objectives of the curriculum.…