Research Article
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Year 2025, Volume: 55 Issue: S1, 18 - 24, 13.01.2026

Gül Özhan , Emine Akalın , Hülya Yıldızlı , Özlem Kurt Şirin , Hüseyin Onur Tuncay , Özge Soylu Eter , Gamze Ergin Kızılçay , Fadıl Kaan Kuran , Çağla Bozkurt Güzel , Erkan Civelek , Narin Öztürk , Gülsev Özen , Emine Kahraman , Ebru Altuntaş , Erdal Cevher

https://doi.org/10.26650/IstanbulJPharm.2025.1582273
https://izlik.org/JA38BL25CY

Abstract

References

  • ABC of Learning and Teaching in Medicine (2010). Second Edition, Edited bY Peter Cantillon and Diana Wood, WileY-Blackwell press. https://doi.org/10.1136/bmj. 326.7385.385 google scholar
  • Am iel, G.E., Tann, M., Krausz, M., Bitterman, A., & Cohen, R. (1997). A combined structured oral examination (SOE) and OSCE for the assessment of clinical competence. In: Scherpbier, A.J.J.A., van der Vleuten, C.P.M., Rethans, J.J., van der Steeg, A.F.W. (eds) Advances in Medical Education. Springer, Dordrecht. https:// doi.org/10.1007/978-94-011-4886-3_121 google scholar
  • An derson, C., Bates, I., Beck, D., Brock, T., Futter, B., Mercer, H.,... & Yonemura, A. (2008). The WHO UNESCO FIP pharmacY education taskforce: enabling concerted and collective global action. American Journal of Pharmaceutical Education, 72(6). 127. https://doi.org/10.5688/aj7206127 google scholar
  • Anderson, C., Bates, I., Beck, D., Brock, T.P., Futter, B., Mercer, H., . & Yonemura, A. (2009). The WHO UNESCO FIP pharmacY education taskforce. Human Resources for Health, 7, 1-8. https://doi.org/10.1186/1478-4491-7-45 google scholar
  • APFC [Association of Faculties of PharmacY of Canada] (2017). educational outcomes for first professional degree programs in pharmacY in Canada 2017. https:// doi.org/10.3390/pharmacY4030026 google scholar
  • Ar akawa, N., Akel, M., Anderson, C., Bajis, D., Darwish, R., Koster, A., . & Morris, M. (2022). Developing a FIP handbook for implementing competencY-based education in pharmacY education. Pharmacy Education, 22(4), 150-154. https://doi.org/ 10.46542/pe.2022.224.150154 google scholar
  • Br andon, A.F., & All, A.C. (2010). Constructivism theorY analYsis and application to curricula. Nursing Education Perspectives, 31(2), 89-92. https://doi.org/10. 1043/1536-5026-31.2 google scholar
  • Br own, A.N., Gilbert, B.J., Bruno, A.F., & BPharm, G.M.C. (2012). Validated competencY framework for deliver/ of pharmacY services in Pacifc-lsland countries. Jour-nal of Pharmacy Practice and Research, 42(4), 268-272. http://doi.org/10.1002/ j.2055-2335.2012 google scholar
  • Ch iranjeevi, U.K., Gedela, V., & Rao, G.H.J. (2022). A comparative studY of case-based learning with conventional teaching in undergraduate training of pharma-cologY. National Journal of Physiology, Pharmacy and Pharmacology, 12(05), 712-716. https://doi.org/10.5455/njppp.2022.12.02065202208032022 google scholar
  • Daugherty, K.K., Chen, A., Churchwell, M.D., Jarrett, J.B., Kleppingere, E.L., MeYer, S., . google scholar
  • & RhoneYet, D.H. (2024) CompetencY-based pharmacY education definition: What components need to be defined to implement it? American Journal of Pharmaceutical Education, 88(1), 100624. https://doi.org/10.1016/j.ajpe.2023. 100624 google scholar
  • Dupuis, R.E., & PerskY, A.M. (2008). Use of case-based learning in a clinical pharma-cokinetics course. American Journal of Pharmaceutical Education, 72(2): 29. https://doi.org/10.5688/aj720229 google scholar
  • EAHP [The European Association of Hospital Pharmacists] (2017). The EAHP compe-tencY framework for hospital pharmacY. Available from: https://www.hospital pharmacY.eu/competencY-framework (last accessed on 1 March 2025). google scholar
  • EECPE [European Expertise Centre for PharmacY Education and Training] (2016). Eu-ropean pharmacY competency framework. Available from: http://eec-pet.eu/ pharmacY-education/competencY-framework (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2012). A global framework for services provided bY PharmacY workforce. International Pharmaceutical Federation (FIP), The Hague, 2012. Available from: https://www.fip.org/files/fip/PharmacY Education/GbCF_v1.pdf (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2022). FIP Global CompetencY Frame-work for Educators & Trainers in Pharmacy (FIP-GCFE), Version 1. The Hague: International Pharmaceutical Federation. Available from: https://www.fip.org/ file/5235 (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2024). FIP Nanjing Statements: Shap-ing pharmacY and pharmaceutical sciences education to 2030 - Guidance Document. Available from: https://www.fip.org/file/6104 (last accessed on 1 March 2025). google scholar
  • Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., . & ZuraYk, H. (2010). Health professionals for a new centurY: transforming education to strengthen health sYstems in an interdependent world. Lancet, 376, 1923-1958. https://doi.org/ 10.1016/S0140-6736(10)61854-5 google scholar
  • Grauer, G. F., Forrester, S. D., Shuman, C., & Sanderson, M. W. (2008). Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group. Journal of veterinary medical education, 35(2), 310-317. https://doi.org/10.3138/jvme.35.2.310?role=tab google scholar
  • Haloub, R., & Abdelhakim, H. (2024). Case-based learning: social prescribing and pharmacY professionals. The Pharmaceutical Journal, 312. https://doi.org/10. 1211/pj.2024.1.314314 google scholar
  • Henri, M., Johnson, M. D., & Nepal, B. (2017). A review of competencY-based learning: Tools, assessments, and recommendations. Journal of Engineering Education, 106(4), 607-638. https://doi.org/10.1002/jee.20180 google scholar
  • IPF [International Pharmaceutical Federation] (2012). A global competency frame-work version 1. The Hague: FIP; 2012. Available from: https://www.fip.org/file/ 1412 (last accessed on 1 March 2025). google scholar
  • Jacob, S.A., Dhing, O.H., & Malone, D. (2019). Perceptions of Australian and MalaYsian educators in an undergraduate pharmacY program on case-based learning. American Journal of Pharmaceutical Education, 83(3), 6597. https://doi.org/10. 5688/ajpe6597 google scholar
  • Johnstone, S.M., & Soares, L. (2014). Principles for developing competencY-based education programs. Change: The Magazine of Higher Learning, 46(2), 12-19. https://doi.org/10.1080/00091383.2014.896705 google scholar
  • Kamat, S.K., Marathe, P.A., Patel, T.C., ShettY, Y.C., & Rege, N.N. (2012). Introduction of case based teaching to impart rational pharmacotherapY skills in under-graduate medical students. Indian Journal of Pharmacology, 44(5), 634-638. https://doi.org/10.4103/0253-7613.100400 google scholar
  • Katoue, M.G., & Schwinghammer, T.L. (2020). CompetencY-based education in phar-macy: A review of its development, applications, and challenges. Journal of Evaluation in Clinical Practice, 26(4), 1114-1123. https://doi.org/10.1111/jep.13362 google scholar
  • Kaur, G., RehncY, J., Kahal, K.S., Singh, J., Sharma, V., Matreja, P.S., & Grewal, H. (2020). Case-based learning as an effective tool in teaching pharmacology to undergraduate medical students in a large group setting. Journal of Medical Education and Curricular Development, 7, 1-6. https://doi.org/10.1177/ 2382120520920640 google scholar
  • Koster, A., Schalekamp, T., & Meijerman, I. (2017). Implementation of CompetencY-Based Pharmacy Education (CBPE). Pharmacy, 5(1):10. https://doi.org/10.3390/ pharmacY5010010 google scholar
  • Massonetto, J.C., Marcellini, C., Assis, P.S.R., & de Toledo, S.F. (2004). Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gYnaecology teaching programme. BMC Medical Education, 4, 1-7. https://doi.org/10.1186/1472-6920-4-26 google scholar
  • McLean, S.F. (2016). Case-based learning and its application in medical and health-care fields: A review of worldwide literature. Journal of Medical Education and Cum'cular Development, 3 39-49 https://doi.org/10.4137/JMECD.S20377 google scholar
  • Medina, M.S., Plaza, C.M., Stowe, C.D., Robinson, E.T., DeLander, G., Beck, D.E., ... & Johnston, P. (2013). Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. American Journal of Pharmaceutical Education, 77, 162. https://doi.org/10.5688/ajpe778162 google scholar
  • NAPRA [The National Association of Pharmacy Regulatory Authorities] (2019). Resources, programs, and networking for pharmacY regulatorY authorities. Available from: https://www.napra.ca/ (last accessed on 1 March 2025). google scholar
  • Nezhad, M.T., ShaYanfar, A., Yaqoubi, S., HamedeYazdan, S., Kazemi, M., Garjani, A., & Dizaji, N. M. (2024). Implementation of an integrated pharmacY education sYstem for pharmacY students: a controlled educational trial. BMC Medical Education, 24(1), 1272. https://doi.org/10.1186/s12909-024-06277-2 google scholar
  • Pearson, M.L., & Hubball, H.T. (2012). Curricular integration in pharmacy education. American Journal of Pharmaceutical Education, 76, 204. https://org/10.5688/ ajpe7610204 google scholar
  • Scheopner-Torres, A. (2022). Book review: Teacher diversitY and student success: WhY racial representation matters in the classroom. Journal of Catholic Education, 25(2), 204-208. https://doi.org/10.15365/joce.2502122022 google scholar
  • Sistermans, I. J. (2020). Integrating competencY-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683-696. https://doi.org/10.1007/s12564-020-09658-6 google scholar
  • Srinivasan, M., Wilkes, M., Stevenson, F., NguYen, T., & Slavin, S. (2007). Comparing problem-based learning with case-based learning: effects of a major curric-ular shift at two institutions. Academic Medicine, 82(1), 74-82. https://doi.org/ 10.1097/01.ACM.0000249963.93776.aa google scholar
  • Srisawasdi, N. (2012). Fostering pre-service STEM teachers' technological pedagogical content knowledge: A lesson learned from case-based learning approach. google scholar
  • Journal of The Korean Association for Science Education, 32(8), 1356-1366. https://doi.org/10.14697/jkase.2012.32.8.1356 google scholar
  • Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., . & ClaY, D. (2012). The effectiveness of case-based learning in health professional education. A BEME sYstematic review: BEME Guide No. 23. Medical Teacher, 34(6), e421-e444. https://doi.org/10.3109/0142159X.2012.680939 google scholar
  • Tsekhmister, Y. (2023). Effectiveness of case-based learning in medical and pharmacY education: A meta-analYsis. Electronic Journal of General Medicine, 20(5), em515. https://doi.org/10.29333/ejgm/13315 google scholar
  • WHO [World Health Organization] (2022). Global CompetencY Framework for Univer-sal Health Coverage. Geneva: World Health Organization. Available from: https://www.who.int/publications/i/item/9789240034686 (last accessed on 1 March 2025). google scholar
  • YÖK [Executive Board of the Council of Higher Education] (2024). Ulusal Eczacılık Çekirdek Eğitim Programı 2019. Available from: https://www.Yok.gov. tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/eczacilik_cep.pdf (last accessed on 1 March 2025). google scholar
  • Zainal, Z. A., Jee, L. K. H., & Hakeem, W. A. (2024). A sYstematic review on the effectiveness of case-based learning (CBL) in the undergraduate pharmacY programme. Pharmacy Education, 24(1), 478-489. https://doi.org/10.46542/pe. 2024.241.478489 google scholar
  • Zakeri, M., Fatima, B., Yazdanfard, S., & SansgirY, S. S. (2024). Integrated curriculum in the United States pharmacY programs. Currents in Pharmacy Teaching and Learning, 16(7), 102094. https://doi.org/10.1016/j.cptl.2024.04.010 google scholar

Competency-based pharmacy education: Implementations of performance assessment

Year 2025, Volume: 55 Issue: S1, 18 - 24, 13.01.2026

Gül Özhan , Emine Akalın , Hülya Yıldızlı , Özlem Kurt Şirin , Hüseyin Onur Tuncay , Özge Soylu Eter , Gamze Ergin Kızılçay , Fadıl Kaan Kuran , Çağla Bozkurt Güzel , Erkan Civelek , Narin Öztürk , Gülsev Özen , Emine Kahraman , Ebru Altuntaş , Erdal Cevher

https://doi.org/10.26650/IstanbulJPharm.2025.1582273
https://izlik.org/JA38BL25CY

Abstract

Background and Aims: Determining the knowledge and competencies of professionals trained in higher education is crucial for ensuring standardisation and guaranteeing and sustaining quality. The Turkish Council of Higher Education has defined national professional qualifications in the field of pharmacy. Faculties providing pharmacy education are also required to plan and conduct their programmes according to these defined competency outcomes.

Methods:This study will provide examples of assessment practices in the competency-based education (CBE) model adopted at the Istanbul University Faculty of Pharmacy within the framework of these obligations.

Results: The fact that this competency performance assessment system is the first application in Turkey to evaluate the cognitive, affective, and psychomotor behaviours of students studying pharmacy is significant in terms of being a guide and example for national and international pharmacy education. CBE practices, which provide important perspectives in training qualified pharmacists suitable for the needs of both today and the future, also highlight the importance and quality of field and faculty cooperation. The study also offers recommendations to programme developers and implementers.

Conclusion: Considering the difficulties experienced in making fundamental changes in curricula, it is evident that the main requirement is to bring faculty, instructor, student, and external stakeholder collaborations to the table with transparent, measurable, and evaluable criteria in the implementation of such competency-based programmes. Highlighting these dynamics in the programmes to be developed is important for the healthy implementation of the programme.

Keywords

Competency Based Education (CBE) Competency Based Pharmacy Education (CBPE) Case Based Learning (CBL) Assessment Practises

References

  • ABC of Learning and Teaching in Medicine (2010). Second Edition, Edited bY Peter Cantillon and Diana Wood, WileY-Blackwell press. https://doi.org/10.1136/bmj. 326.7385.385 google scholar
  • Am iel, G.E., Tann, M., Krausz, M., Bitterman, A., & Cohen, R. (1997). A combined structured oral examination (SOE) and OSCE for the assessment of clinical competence. In: Scherpbier, A.J.J.A., van der Vleuten, C.P.M., Rethans, J.J., van der Steeg, A.F.W. (eds) Advances in Medical Education. Springer, Dordrecht. https:// doi.org/10.1007/978-94-011-4886-3_121 google scholar
  • An derson, C., Bates, I., Beck, D., Brock, T., Futter, B., Mercer, H.,... & Yonemura, A. (2008). The WHO UNESCO FIP pharmacY education taskforce: enabling concerted and collective global action. American Journal of Pharmaceutical Education, 72(6). 127. https://doi.org/10.5688/aj7206127 google scholar
  • Anderson, C., Bates, I., Beck, D., Brock, T.P., Futter, B., Mercer, H., . & Yonemura, A. (2009). The WHO UNESCO FIP pharmacY education taskforce. Human Resources for Health, 7, 1-8. https://doi.org/10.1186/1478-4491-7-45 google scholar
  • APFC [Association of Faculties of PharmacY of Canada] (2017). educational outcomes for first professional degree programs in pharmacY in Canada 2017. https:// doi.org/10.3390/pharmacY4030026 google scholar
  • Ar akawa, N., Akel, M., Anderson, C., Bajis, D., Darwish, R., Koster, A., . & Morris, M. (2022). Developing a FIP handbook for implementing competencY-based education in pharmacY education. Pharmacy Education, 22(4), 150-154. https://doi.org/ 10.46542/pe.2022.224.150154 google scholar
  • Br andon, A.F., & All, A.C. (2010). Constructivism theorY analYsis and application to curricula. Nursing Education Perspectives, 31(2), 89-92. https://doi.org/10. 1043/1536-5026-31.2 google scholar
  • Br own, A.N., Gilbert, B.J., Bruno, A.F., & BPharm, G.M.C. (2012). Validated competencY framework for deliver/ of pharmacY services in Pacifc-lsland countries. Jour-nal of Pharmacy Practice and Research, 42(4), 268-272. http://doi.org/10.1002/ j.2055-2335.2012 google scholar
  • Ch iranjeevi, U.K., Gedela, V., & Rao, G.H.J. (2022). A comparative studY of case-based learning with conventional teaching in undergraduate training of pharma-cologY. National Journal of Physiology, Pharmacy and Pharmacology, 12(05), 712-716. https://doi.org/10.5455/njppp.2022.12.02065202208032022 google scholar
  • Daugherty, K.K., Chen, A., Churchwell, M.D., Jarrett, J.B., Kleppingere, E.L., MeYer, S., . google scholar
  • & RhoneYet, D.H. (2024) CompetencY-based pharmacY education definition: What components need to be defined to implement it? American Journal of Pharmaceutical Education, 88(1), 100624. https://doi.org/10.1016/j.ajpe.2023. 100624 google scholar
  • Dupuis, R.E., & PerskY, A.M. (2008). Use of case-based learning in a clinical pharma-cokinetics course. American Journal of Pharmaceutical Education, 72(2): 29. https://doi.org/10.5688/aj720229 google scholar
  • EAHP [The European Association of Hospital Pharmacists] (2017). The EAHP compe-tencY framework for hospital pharmacY. Available from: https://www.hospital pharmacY.eu/competencY-framework (last accessed on 1 March 2025). google scholar
  • EECPE [European Expertise Centre for PharmacY Education and Training] (2016). Eu-ropean pharmacY competency framework. Available from: http://eec-pet.eu/ pharmacY-education/competencY-framework (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2012). A global framework for services provided bY PharmacY workforce. International Pharmaceutical Federation (FIP), The Hague, 2012. Available from: https://www.fip.org/files/fip/PharmacY Education/GbCF_v1.pdf (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2022). FIP Global CompetencY Frame-work for Educators & Trainers in Pharmacy (FIP-GCFE), Version 1. The Hague: International Pharmaceutical Federation. Available from: https://www.fip.org/ file/5235 (last accessed on 1 March 2025). google scholar
  • FIP [International Pharmaceutical Federation] (2024). FIP Nanjing Statements: Shap-ing pharmacY and pharmaceutical sciences education to 2030 - Guidance Document. Available from: https://www.fip.org/file/6104 (last accessed on 1 March 2025). google scholar
  • Frenk, J., Chen, L., Bhutta, Z.A., Cohen, J., Crisp, N., Evans, T., . & ZuraYk, H. (2010). Health professionals for a new centurY: transforming education to strengthen health sYstems in an interdependent world. Lancet, 376, 1923-1958. https://doi.org/ 10.1016/S0140-6736(10)61854-5 google scholar
  • Grauer, G. F., Forrester, S. D., Shuman, C., & Sanderson, M. W. (2008). Comparison of student performance after lecture-based and case-based/problem-based teaching in a large group. Journal of veterinary medical education, 35(2), 310-317. https://doi.org/10.3138/jvme.35.2.310?role=tab google scholar
  • Haloub, R., & Abdelhakim, H. (2024). Case-based learning: social prescribing and pharmacY professionals. The Pharmaceutical Journal, 312. https://doi.org/10. 1211/pj.2024.1.314314 google scholar
  • Henri, M., Johnson, M. D., & Nepal, B. (2017). A review of competencY-based learning: Tools, assessments, and recommendations. Journal of Engineering Education, 106(4), 607-638. https://doi.org/10.1002/jee.20180 google scholar
  • IPF [International Pharmaceutical Federation] (2012). A global competency frame-work version 1. The Hague: FIP; 2012. Available from: https://www.fip.org/file/ 1412 (last accessed on 1 March 2025). google scholar
  • Jacob, S.A., Dhing, O.H., & Malone, D. (2019). Perceptions of Australian and MalaYsian educators in an undergraduate pharmacY program on case-based learning. American Journal of Pharmaceutical Education, 83(3), 6597. https://doi.org/10. 5688/ajpe6597 google scholar
  • Johnstone, S.M., & Soares, L. (2014). Principles for developing competencY-based education programs. Change: The Magazine of Higher Learning, 46(2), 12-19. https://doi.org/10.1080/00091383.2014.896705 google scholar
  • Kamat, S.K., Marathe, P.A., Patel, T.C., ShettY, Y.C., & Rege, N.N. (2012). Introduction of case based teaching to impart rational pharmacotherapY skills in under-graduate medical students. Indian Journal of Pharmacology, 44(5), 634-638. https://doi.org/10.4103/0253-7613.100400 google scholar
  • Katoue, M.G., & Schwinghammer, T.L. (2020). CompetencY-based education in phar-macy: A review of its development, applications, and challenges. Journal of Evaluation in Clinical Practice, 26(4), 1114-1123. https://doi.org/10.1111/jep.13362 google scholar
  • Kaur, G., RehncY, J., Kahal, K.S., Singh, J., Sharma, V., Matreja, P.S., & Grewal, H. (2020). Case-based learning as an effective tool in teaching pharmacology to undergraduate medical students in a large group setting. Journal of Medical Education and Curricular Development, 7, 1-6. https://doi.org/10.1177/ 2382120520920640 google scholar
  • Koster, A., Schalekamp, T., & Meijerman, I. (2017). Implementation of CompetencY-Based Pharmacy Education (CBPE). Pharmacy, 5(1):10. https://doi.org/10.3390/ pharmacY5010010 google scholar
  • Massonetto, J.C., Marcellini, C., Assis, P.S.R., & de Toledo, S.F. (2004). Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gYnaecology teaching programme. BMC Medical Education, 4, 1-7. https://doi.org/10.1186/1472-6920-4-26 google scholar
  • McLean, S.F. (2016). Case-based learning and its application in medical and health-care fields: A review of worldwide literature. Journal of Medical Education and Cum'cular Development, 3 39-49 https://doi.org/10.4137/JMECD.S20377 google scholar
  • Medina, M.S., Plaza, C.M., Stowe, C.D., Robinson, E.T., DeLander, G., Beck, D.E., ... & Johnston, P. (2013). Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. American Journal of Pharmaceutical Education, 77, 162. https://doi.org/10.5688/ajpe778162 google scholar
  • NAPRA [The National Association of Pharmacy Regulatory Authorities] (2019). Resources, programs, and networking for pharmacY regulatorY authorities. Available from: https://www.napra.ca/ (last accessed on 1 March 2025). google scholar
  • Nezhad, M.T., ShaYanfar, A., Yaqoubi, S., HamedeYazdan, S., Kazemi, M., Garjani, A., & Dizaji, N. M. (2024). Implementation of an integrated pharmacY education sYstem for pharmacY students: a controlled educational trial. BMC Medical Education, 24(1), 1272. https://doi.org/10.1186/s12909-024-06277-2 google scholar
  • Pearson, M.L., & Hubball, H.T. (2012). Curricular integration in pharmacy education. American Journal of Pharmaceutical Education, 76, 204. https://org/10.5688/ ajpe7610204 google scholar
  • Scheopner-Torres, A. (2022). Book review: Teacher diversitY and student success: WhY racial representation matters in the classroom. Journal of Catholic Education, 25(2), 204-208. https://doi.org/10.15365/joce.2502122022 google scholar
  • Sistermans, I. J. (2020). Integrating competencY-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683-696. https://doi.org/10.1007/s12564-020-09658-6 google scholar
  • Srinivasan, M., Wilkes, M., Stevenson, F., NguYen, T., & Slavin, S. (2007). Comparing problem-based learning with case-based learning: effects of a major curric-ular shift at two institutions. Academic Medicine, 82(1), 74-82. https://doi.org/ 10.1097/01.ACM.0000249963.93776.aa google scholar
  • Srisawasdi, N. (2012). Fostering pre-service STEM teachers' technological pedagogical content knowledge: A lesson learned from case-based learning approach. google scholar
  • Journal of The Korean Association for Science Education, 32(8), 1356-1366. https://doi.org/10.14697/jkase.2012.32.8.1356 google scholar
  • Thistlethwaite, J.E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., . & ClaY, D. (2012). The effectiveness of case-based learning in health professional education. A BEME sYstematic review: BEME Guide No. 23. Medical Teacher, 34(6), e421-e444. https://doi.org/10.3109/0142159X.2012.680939 google scholar
  • Tsekhmister, Y. (2023). Effectiveness of case-based learning in medical and pharmacY education: A meta-analYsis. Electronic Journal of General Medicine, 20(5), em515. https://doi.org/10.29333/ejgm/13315 google scholar
  • WHO [World Health Organization] (2022). Global CompetencY Framework for Univer-sal Health Coverage. Geneva: World Health Organization. Available from: https://www.who.int/publications/i/item/9789240034686 (last accessed on 1 March 2025). google scholar
  • YÖK [Executive Board of the Council of Higher Education] (2024). Ulusal Eczacılık Çekirdek Eğitim Programı 2019. Available from: https://www.Yok.gov. tr/Documents/Kurumsal/egitim_ogretim_dairesi/Ulusal-cekirdek-egitimi-programlari/eczacilik_cep.pdf (last accessed on 1 March 2025). google scholar
  • Zainal, Z. A., Jee, L. K. H., & Hakeem, W. A. (2024). A sYstematic review on the effectiveness of case-based learning (CBL) in the undergraduate pharmacY programme. Pharmacy Education, 24(1), 478-489. https://doi.org/10.46542/pe. 2024.241.478489 google scholar
  • Zakeri, M., Fatima, B., Yazdanfard, S., & SansgirY, S. S. (2024). Integrated curriculum in the United States pharmacY programs. Currents in Pharmacy Teaching and Learning, 16(7), 102094. https://doi.org/10.1016/j.cptl.2024.04.010 google scholar
There are 45 citations in total.

Details

Primary Language English
Subjects Pharmaceutical Sciences
Journal Section Research Article
Authors

Gül Özhan 0000-0002-6926-5723

Emine Akalın 0000-0002-0307-2128

Hülya Yıldızlı 0000-0003-4450-2128

Özlem Kurt Şirin 0000-0001-9532-6609

Hüseyin Onur Tuncay 0000-0003-1566-4806

Özge Soylu Eter 0000-0001-8875-3522

Gamze Ergin Kızılçay 0000-0002-1089-7195

Fadıl Kaan Kuran 0000-0003-2793-0577

Çağla Bozkurt Güzel 0000-0003-1202-1266

Erkan Civelek 0000-0002-6503-5226

Narin Öztürk 0000-0003-4594-4251

Gülsev Özen 0000-0002-8862-383X

Emine Kahraman 0000-0001-5911-9151

Ebru Altuntaş 0000-0003-2902-5554

Erdal Cevher 0000-0002-0486-2252

Submission Date November 13, 2024
Acceptance Date November 20, 2024
Publication Date January 13, 2026
DOI https://doi.org/10.26650/IstanbulJPharm.2025.1582273
IZ https://izlik.org/JA38BL25CY
Published in Issue Year 2025 Volume: 55 Issue: S1

Cite

APA Özhan, G., Akalın, E., Yıldızlı, H., Kurt Şirin, Ö., Tuncay, H. O., Soylu Eter, Ö., Ergin Kızılçay, G., Kuran, F. K., Bozkurt Güzel, Ç., Civelek, E., Öztürk, N., Özen, G., Kahraman, E., Altuntaş, E., & Cevher, E. (2026). Competency-based pharmacy education: Implementations of performance assessment. İstanbul Journal of Pharmacy, 55(S1), 18-24. https://doi.org/10.26650/IstanbulJPharm.2025.1582273
AMA 1.Özhan G, Akalın E, Yıldızlı H, et al. Competency-based pharmacy education: Implementations of performance assessment. iujp. 2026;55(S1):18-24. doi:10.26650/IstanbulJPharm.2025.1582273
Chicago Özhan, Gül, Emine Akalın, Hülya Yıldızlı, et al. 2026. “Competency-Based Pharmacy Education: Implementations of Performance Assessment”. İstanbul Journal of Pharmacy 55 (S1): 18-24. https://doi.org/10.26650/IstanbulJPharm.2025.1582273.
EndNote Özhan G, Akalın E, Yıldızlı H, Kurt Şirin Ö, Tuncay HO, Soylu Eter Ö, Ergin Kızılçay G, Kuran FK, Bozkurt Güzel Ç, Civelek E, Öztürk N, Özen G, Kahraman E, Altuntaş E, Cevher E (January 1, 2026) Competency-based pharmacy education: Implementations of performance assessment. İstanbul Journal of Pharmacy 55 S1 18–24.
IEEE [1]G. Özhan et al., “Competency-based pharmacy education: Implementations of performance assessment”, iujp, vol. 55, no. S1, pp. 18–24, Jan. 2026, doi: 10.26650/IstanbulJPharm.2025.1582273.
ISNAD Özhan, Gül - Akalın, Emine - Yıldızlı, Hülya - Kurt Şirin, Özlem - Tuncay, Hüseyin Onur - Soylu Eter, Özge - Ergin Kızılçay, Gamze et al. “Competency-Based Pharmacy Education: Implementations of Performance Assessment”. İstanbul Journal of Pharmacy 55/S1 (January 1, 2026): 18-24. https://doi.org/10.26650/IstanbulJPharm.2025.1582273.
JAMA 1.Özhan G, Akalın E, Yıldızlı H, Kurt Şirin Ö, Tuncay HO, Soylu Eter Ö, Ergin Kızılçay G, Kuran FK, Bozkurt Güzel Ç, Civelek E, Öztürk N, Özen G, Kahraman E, Altuntaş E, Cevher E. Competency-based pharmacy education: Implementations of performance assessment. iujp. 2026;55:18–24.
MLA Özhan, Gül, et al. “Competency-Based Pharmacy Education: Implementations of Performance Assessment”. İstanbul Journal of Pharmacy, vol. 55, no. S1, Jan. 2026, pp. 18-24, doi:10.26650/IstanbulJPharm.2025.1582273.
Vancouver 1.Özhan G, Akalın E, Yıldızlı H, Kurt Şirin Ö, Tuncay HO, Soylu Eter Ö, et al. Competency-based pharmacy education: Implementations of performance assessment. iujp [Internet]. 2026 Jan. 1;55(S1):18-24. Available from: https://izlik.org/JA38BL25CY