A pharmacy curriculum which will develop a commitment to lifelong learning.

Thompson, Wendy (2016) A pharmacy curriculum which will develop a commitment to lifelong learning. In Life Long Learning in Pharmacy 11th International Conference, 1-4 July 2016, Split, Croatia. (Unpublished)


Workshop Session

AIMS: To identify teaching and learning outcomes for a pharmacy curriculum that aims to develop lifelong learners.

Outcome One: Identify skills/attitudes/traits of a lifelong learner

Outcome Two: Discuss how these could be developed through a pharmacy curriculum

Outcome Three: Identify facilitators and barriers to the development of a curriculum which includes these teaching and learning outcomes.

The Accreditation Standards for Pharmacy Programs in Australia and New Zealand state that the ‘goal of initial pharmacy education will produce graduates who engender a commitment to lifelong learning (1)’. However, to develop a curriculum that would meet this expectation, it would be necessary to know what teaching and learning outcomes would be required in a graduate to demonstrate this quality. By considering a list of skills/attitudes/traits identified in the literature and considering how pharmacists are likely to undertake ongoing learning, we will identify a list of teaching and learning outcomes that will be indicative of a pharmacy graduate who has developed lifelong learning skills.

Understanding how a curriculum can achieve learning outcomes may identify which parts of the program will help achieve the graduate attribute of lifelong learning. Assessment for instance, is one part of the curriculum which has been recognised as being influential on what students learn (2, 3). Hughes and Barries, stated that ‘the strongest evidence of achieving graduate attributes is through explicit embedding in assessment (4)’. Boud, also identified assessments which utilise and develop abilities that are required when learning for life. Of these, he identified that group work can increase learning when associated with more complex learning (5). Workshop participants will be encouraged to identify curriculum or assessment practice that they believe may influence the development of the teaching and learning outcomes identified.

The final step of this workshop would be to consider how to provide a curriculum which includes these teaching and learning outcomes.

Activity 1) 45mins. Participants will consider a list of skills/attitudes/traits of a lifelong learner. A discussion will then explore any differences to those identified in a literature search.

Activity 2) 45mins. Using group work, ideas or examples of how these could be implemented into the curriculum will be explored.


  1. Australian Pharmacy Council. Accreditation standards for pharmacy programs in Australia and New Zealand (effective from 1 January 2014) 2012 [cited 2013 April 25]. Available from: https://www.pharmacycouncil.org.au/media/1032/accreditation-standards-pharmacy-programs-aunz-2014.pdf
  2. Norton L. Assessing student learning. In: Fry H, Ketteridge S, Marshall M, editors. A handbook for teaching and learning in higher education: enhancing academic practice. 3rd ed. New York: Routledge; 2009. p. 134.

  3. Barrie S, Hughes C, Smith C. The national graduate attributes project:integration and assessment of graduate attributes in curriculum 2009 [cited 2013 April 25]. Available from: http://www.itl.usyd.edu.au/projects/nationalgap/resources/gappdfs/national%20graduate%20attributes%20project%20final%20report%202009.pdf.

  4. Hughes C, Barrie S. Influences on the assessment of graduate attributes in higher education. Assessment and Evaluation in Higher Education. 2010;35(3):325.

  5. Boud D. Sustainable Assessment: Rethinking assessment for the learning society. Studies in Continuing Education. 2000;22(2):151-67.

Impact and interest:

Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

5 since deposited on 21 Sep 2016
5 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 98666
Item Type: Conference Paper
Refereed: No
Divisions: Current > Schools > School of Clinical Sciences
Current > QUT Faculties and Divisions > Faculty of Health
Copyright Owner: Copyright 2016 [please consult the author]
Deposited On: 21 Sep 2016 04:12
Last Modified: 25 Sep 2016 15:11

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page