Year 2 moved educational renewal into the regular machinery of curriculum improvement. PharmD rejuvenation is now being carried through recurring stream and course review, post-professional programs are being redesigned using evaluation evidence, Canvas became part of the instructional infrastructure, and preceptor development and recognition continued as sustained educator support.
What advanced this year
Continuous curriculum improvementCurriculum Committee carried rejuvenation into recurring review. The 2025/26 cycle included scheduled course reviews, program-year synthesis, experiential-course reviews and an annual stream-lead report rather than a one-time renewal exercise.
Post-professional redesignCCPP evaluation findings directly informed modularization toward shorter and more flexible pathways. PPP implementation similarly moved into redesign of purpose and outcomes, courses, experiential education, recognition of prior learning and flexible delivery.
Teaching & assessment infrastructureThe Fall 2025 Canvas transition and expanded assessment and educational-technology support strengthened the infrastructure instructors use to deliver and assess learning. Instructor-facing resources are also being consolidated through broader intranet improvements.
Preceptor development & recognitionPreceptor support continued through development sessions, engagement and needs-assessment work and recognition. In the 2024/25 recognition cycle, 229 preceptors were recognized—more than twice the previous cycle.
The clearest change is that renewal is becoming continuous. Instead of waiting for another large program-review project, curriculum evidence, course review, educator support and program redesign are increasingly part of the Faculty’s normal education cycle.
For your slides
Associate Dean, Education
Year 2 moved educational renewal into the regular machinery of curriculum improvement. PharmD rejuvenation is now being carried through recurring stream and course review, post-professional programs are being redesigned using evaluation evidence, Canvas became part of the instructional infrastructure, and preceptor development and recognition continued as sustained educator support.
- Continuous curriculum improvement: Curriculum Committee carried rejuvenation into recurring review. The 2025/26 cycle included scheduled course reviews, program-year synthesis, experiential-course reviews and an annual stream-lead report rather than a one-time renewal exercise.
- Post-professional redesign: CCPP evaluation findings directly informed modularization toward shorter and more flexible pathways. PPP implementation similarly moved into redesign of purpose and outcomes, courses, experiential education, recognition of prior learning and flexible delivery.
- Teaching & assessment infrastructure: The Fall 2025 Canvas transition and expanded assessment and educational-technology support strengthened the infrastructure instructors use to deliver and assess learning. Instructor-facing resources are also being consolidated through broader intranet improvements.
- Preceptor development & recognition: Preceptor support continued through development sessions, engagement and needs-assessment work and recognition. In the 2024/25 recognition cycle, 229 preceptors were recognized—more than twice the previous cycle.
Where this work is taking us
Renewal foundations
Program rejuvenation
CCPP/PPP evaluation
Canvas transition planning
Preceptor support
Program rejuvenation
CCPP/PPP evaluation
Canvas transition planning
Preceptor support
→
Embedding improvement
Course + stream review
Post-professional redesign
Canvas in use
Survey-informed preceptor planning
Course + stream review
Post-professional redesign
Canvas in use
Survey-informed preceptor planning
→
Moving toward
Evidence-informed curriculum decisions
Flexible offerings
Stronger assessment/achievement reporting
Sustainable educator & CPD supports
Evidence-informed curriculum decisions
Flexible offerings
Stronger assessment/achievement reporting
Sustainable educator & CPD supports
What we heard from faculty and staff
Faculty and staff asked for academic processes that are easier to navigate and for stronger support around assessment, achievement reporting, remediation and professionalism. Several foundations are already in place, while assessment and remediation, professionalism education and longer-range continuing professional development planning are priorities for the next phase.
For your slides
Associate Dean, Education
Where this work is taking us
- Renewal foundations: Program rejuvenation, CCPP/PPP evaluation, Canvas transition planning, Preceptor support
- Embedding improvement: Course + stream review, Post-professional redesign, Canvas in use, Survey-informed preceptor planning
- Moving toward: Evidence-informed curriculum decisions, Flexible offerings, Stronger assessment/achievement reporting, Sustainable educator & CPD supports
What we heard: Faculty and staff asked for academic processes that are easier to navigate and for stronger support around assessment, achievement reporting, remediation and professionalism. Several foundations are already in place, while assessment and remediation, professionalism education and longer-range continuing professional development planning are priorities for the next phase.
More detail behind this update
For strategic-lead review. The material below is provided to help you check the evidence, the proposed allocation of former Associate Dean Academic work to Education, and proposed updates to the Education monitoring record behind the community-facing brief above. It is not intended as presentation content. Portfolio assignments and record changes are working proposals to be confirmed after September reporting.
Candidate indicators for ongoing monitoring 13 candidates
This is a monitoring-development table, not a KPI scorecard. It brings together the evidence currently available for this portfolio and identifies where measures are strong enough to recur, where they are useful as context, and where new implementation or experience measures still need to be built. Final selections will be confirmed with the strategic lead for Year 3 monitoring.
| Indicator | Current evidence | What it measures | Evidence role | How to interpret it | Suggested use |
|---|---|---|---|---|---|
| Prepared to enter pharmacy practice | 95.9% → 95.8% → 97.4% AFPC | Graduating-student preparedness | lagging outcome/context | Graduating cohort timing | Strong recurring outcome context annual |
| Would choose same program again | 96.9% → 94.4% → 90.8% | Graduating-student program-choice endorsement | lagging outcome/context | Not attributable to Year 2 | Strong diagnostic outcome annual |
| Overall satisfaction with pharmacist education | 96.9% → 95.9% → 93.4% | Graduating-student satisfaction | lagging outcome/context | Not attributable to Year 2 | Strong diagnostic outcome annual |
| Critical thinking/problem solving developed | 96.9% → 100% → 98.7% | AFPC graduating outcome | lagging outcome/context | Ceiling effect; use as assurance rather than sensitive trend | Supporting outcome annual |
| Prepared for PEBC MCQ | 87.6% → 84.7% → 89.5% | Self-reported graduating preparedness | lagging outcome/context | Perception, not exam performance | Supporting outcome annual |
| Prepared for PEBC OSCE | 93.8% → 91.7% → 92.1% | Self-reported graduating preparedness | lagging outcome/context | Perception, not exam performance | Supporting outcome annual |
| PEBC certification pass rate | 87.9% → 88.7% → 83.8% (2023-25) | Overall certification pass rate | lagging external outcome/context | Confidential internal-use source; cohorts predate plan | Strong internal outcome context annual |
| PharmD completed on time | 95.6% → 94.2% | Second-entry cohort completed within 5-year window | lagging cohort outcome | Older admission cohorts | Supporting outcome annual |
| Systematic course review coverage | Course/stream review processes advanced; no governed count yet | Courses/streams completing recurring review cycle | implementation / reach | Coverage indicates system operation, not quality improvement itself | Indicator to develop now annual |
| Stream-review evidence coverage | Prototype integrates curriculum, assessment, experience and outcomes | Streams/review components with governed evidence available | implementation / evidence infrastructure | Infrastructure measure | Indicator to develop annual |
| Canvas/educational technology implementation | Operational work advanced; no governed outcome series | Course migration/standardization/training/adoption measures | implementation / reach | Avoid activity counts without connection to intended use | Supporting implementation term/annual |
| Preceptor development/reach | Program evidence exists but recognition count is not impact | Preceptors engaged in development/support and practice education | implementation / reach | Recognition alone is not an outcome | Indicator to develop annual |
| PPP enrolment and degrees | Headcount 50 → 58 → 61; degrees 5 → 8 (2024-25 years shown) | Program enrolment and completion output | annual program output | Program structure allows variable graduation timing | Supporting recurring indicator annual |
Full working inventory: download the candidate-indicator dataset →
PharmD renewal became an ongoing review cycle
The comprehensive Curriculum Committee archive materially strengthens this story. Rejuvenation outputs now flow into routine course reviews, year-level synthesis, experiential reviews and stream-level reporting. This should update the existing “Improvement and Innovation” work rather than create a new stream-review project.
Post-professional programs are responding to evaluation evidence
CCPP evaluation documented strengths in preparation for Canadian practice while identifying program length/flexibility as a weakness; modularization follows directly from that evidence. PPP work likewise moved from evaluation into implementation of specific structural changes.
Educator infrastructure and experiential learning
Canvas, assessment/educational-technology capacity and preceptor development are support infrastructure for curriculum quality. The evidence does not justify separate new projects for instructor navigation or professionalism education yet; those should either update existing support rows or remain future direction until implementation is documented.
Proposed updates to the project monitoring record
These are proposed updates to the existing monitoring record, reconstructed from the full evidence review. They are not new assignments and remain pending lead confirmation after September reporting.
| Existing project/activity | Current record | Evidence found | Proposed updated description/status/note | Treatment |
|---|---|---|---|---|
| Environmental Scan and Literature Review of Other Programs Theme: What are others doing? PharmD Program Affirmation and Rejuvenation | complete | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Environmental Scan and Literature Review of instruction and assessment: How do others teach and assess? PharmD Program Affirmation and Rejuvenation | complete | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Focus on Current Program Curriculum - Theme: What are we doing now? PharmD Program Affirmation and Rejuvenation | complete | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Focus on Assessing the Current Program Curriculum - Theme: How are we doing? PharmD Program Affirmation and Rejuvenation | complete | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Identification of Opportunities - Theme: What could we be doing? PharmD Program Affirmation and Rejuvenation | complete 1. Stream-based meetings held to discuss opportunities/approaches 2. Key themes shared back with Advisory Group for validation 3. Phase III report being written | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Toward Rejuvenation - Theme: What should we do now (including status quo) and in the future? PharmD Program Affirmation and Rejuvenation | complete 1. Stream leads/teams determined projects to move forward with 2. Innovation projects being explored with cross-stream collaboration 3. Phase III report shared with Dean, to be communicated to broader faculty | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Wrap-up and Transition PharmD Program Affirmation and Rejuvenation | complete 1. Project charter with milestones drafted across 3 year horizon (visual roadmap and Gantt like table) 2. Extended project's consultant to continue supporting implementation of improvement and innovation opportunities | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Improvement and Innovation PharmD Program Affirmation and Rejuvenation | in progress | The PharmD rejuvenation project transitioned into recurring curriculum oversight: stream-level review, course-review cycles, experiential reviews and annual synthesis are now being used to carry improvement work forward. | Update the row to reflect transition from one-time rejuvenation work into implementation through ongoing stream/course review and improvement processes. | Update existing row |
| Expanded support for assessment and the use of educational technology Improve Teaching Support and Services | complete Second program support position in Assessment, Evaluation, and Educaitonal Technology hired | Assessment and educational-technology capacity supported the Fall 2025 Canvas transition and ongoing instructor/course needs. | Retain as an established support foundation; describe the current state as ongoing education infrastructure rather than a new project. | Retain / evolve to service |
| CCPP Program Evaluation CCPP Program Evaluation | complete Conclusion: The evaluation results indicate that the CCPP program successfully prepares internationally educated pharmacy graduates (IEPGs) for pharmacy practice in Alberta and Canada. Key findings from the program evaluation report: curriculum is effective in assressing the unique challenges faced by IEPGs when entering Canadian pharmacy practice curriculum covers not only pharmacotherapeutic knowledge but also the development of skills needed to manage conditions and build patient-centered relationships, essential for Canadian practice respectful instructors and their pedagogical practices were key strengths of the program there is a need to shorten the overall program and increase flexibility (different pathways) | The CCPP evaluation confirmed program strengths and identified a need for shorter, more flexible pathways; modularization work followed to change pace/timing and open components to other learners. | Retain the evaluation as complete and update the implementation/modularization row with the shift toward shorter, flexible pathways. | Update existing row |
| CCPP Program Modularization CCPP Program Modularization | in progress Improve flexibility in timeline and pace of CCPP program Enable access to components of the CCPP program for other types of learners | The CCPP evaluation confirmed program strengths and identified a need for shorter, more flexible pathways; modularization work followed to change pace/timing and open components to other learners. | Retain the evaluation as complete and update the implementation/modularization row with the shift toward shorter, flexible pathways. | Update existing row |
| Design evaluation purpose and approach; create RFP; retain consultants; engage with consultants and faculty/staff to complete the evalution components; engage in consultations; present results; plan next steps PPP Program Evaluation | complete Evaluation data to inform future decisions, consultation with Dean, Vice-Dean, Associate Dean, as well as faculty (presentation February 20, 2025) | PPP evaluation recommendations moved into implementation, including redesign of program purpose/outcomes, courses, experiential education, recognition of prior learning and flexible learning options. | Keep implementation active and update the row with the specific program elements now being redesigned. | Update existing row |
| Implement program evaluation recommendations; form Advisory Committee; project plan PPP Program Evaluation | in progress Updated program structure: Purpose, goals, learning outcomes; Revised program components: Courses, ExEd, RPL; Updated program communication materials; Flexible learning options | PPP evaluation recommendations moved into implementation, including redesign of program purpose/outcomes, courses, experiential education, recognition of prior learning and flexible learning options. | Keep implementation active and update the row with the specific program elements now being redesigned. | Update existing row |
| Developed a 3-year preceptor deveopment plan Preceptor Professional Development, Appreciation and Engagement | complete Dr. Pawan Gill developed a plan after engagement with Ann and the ExEd team to strategize how and when we would engage with preceptors over the upcoming 3 years. This plan will be adjusted based on evaluation data collected. | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Requested live session on Precepting Struggling Students Preceptor Professional Development | complete Goal: Support preceptors with strategies to support struggling learners. Delivered live in Red Deer at the hospital, about 25 attendees. Co-presented by Ann Thompson and Michelle MacDonald. Aligned with RDRH priority to increase confidence in precepting. | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Live Preceptor Development Conference in May 2025 Preceptor Professional Development | complete Goal: Preceptor engagement, networking and development. Live conference on May 3, 2025 in Edmonton. Targeting 50 preceptors to join us live at ECHA for professional development. Details here: https://www.ualberta.ca/en/pharmacy/preceptors/preceptor-development-conference/index.html n=75 preceptors attended (n=81 regsitered; high attendance rate); Evaluation very positive Final report: https://docs.google.com/presentation/d/1GxNECAt-Ynf_t8GSZBRP63G-obRHvUxV2WX8IPmaSjE/edit?usp=sharing | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Preceptor Education Session at CSHP Banff Seminar, March 15, 2025 Preceptor Professional Development | complete Goal: preceptor education. FoPPS ExEd team invited to put forward a session for plenary program. We selected "Effective Clinical Questioning", and invited Daniel Leung as our speaker. Excellent talk, with about 60 attendees. | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Preceptor Development Sessions Across 2024-2025 Preceptor Professional Development | complete Goal: Regular sessions with preceptors around precepting and/or professional development topics September 2024/February 2025: Promotion of Library Resources and Searching Strategies (speaker: Janice Kung and Deanna Townsend (~80 attendees) October 2024: Professional Identity Formation and Influence of Precpetors (speaker: Dr. Natalie Kennie-Kaulback), 50 attendees Plan for 2025-26 being developed. | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Preceptor Appreciation Event in Lethbridge, AB Preceptor Recognition/Appreciation | complete Goal: preceptor appreciation. Supper and networking with Lethbridge + surrounding area preceptors. 35 invitees, and 15 attended (~40%). Preceptor recognition awards given to 3 attendees (based on student nomination in 2023-24 year). | Preceptor recognition continued at scale: 229 preceptors were recognized in the 2024/25 cycle, more than double the previous cycle. | Update the recognition record with the 229-recipient cycle and treat recognition as an ongoing educator-support activity. | Update existing row |
| Preceptor Appreciation Event in Edmonton, AB Preceptor Recognition/Appreciation | complete Goal: preceptor appreciation. Networking event at Biera in Edmonton. Over 70 preceptors in attendance. Preceptor recognition awards given to ~15 attendees (based on student nomination in 2023-24 year). | Preceptor recognition continued at scale: 229 preceptors were recognized in the 2024/25 cycle, more than double the previous cycle. | Update the recognition record with the 229-recipient cycle and treat recognition as an ongoing educator-support activity. | Update existing row |
| Preceptor Appreciation Event in Red Deer, AB Preceptor Recognition/Appreciation | complete Goal: preceptor appreciation and recognition. N=29 attended event at One Eleven Grill in Red Deer (ExEd team present + Dr. Hughes). Preceptors from Central Zone were invited. Dinner + Faculty updates + time for questions + awards given. Event ran from 5:30-9pm in Red Deer. Excellent engagement and everyone who RSVP'ed attended. | Preceptor recognition continued at scale: 229 preceptors were recognized in the 2024/25 cycle, more than double the previous cycle. | Update the recognition record with the 229-recipient cycle and treat recognition as an ongoing educator-support activity. | Update existing row |
| Rural Preceptor Sock Appreciation GIft Preceptor Appreciation | complete Goal: preceptor appreciation Sent pharmacy-themed socks to 135 rural and suburban preceptors (about 200 invited to receive) as a way to thank preceptors who may not be able to attend a live event. Letter of thanks from Dean Hughes and Ann Thompson included with each pair of socks. | | | | | | | | | | | | | | Community Engagement | CE4 Public relations plan and public education launched. | 0 | CE4.1 Enhanced faculty and brand identity. | 0 | | Preceptor Appreciation | Rural Preceptor Sock Appreciation GIft | "3.1 Having a thriving and d… | Retain the current monitoring record and confirm current status/ownership with the strategic lead after September reporting. | Retain / confirm |
| Preceptor Recognition Awards Preceptor Recognition | complete Preceptor recognition award provided to all preceptors nominated by students across 2023-24 academic year based on annual theme, which was: Preceptor(s) going above and beyond to optimize student learning. In total, 109 awarded. See list here: https://www.ualberta.ca/en/pharmacy/preceptors/benefits-and-awards/award-recipients.html | Preceptor recognition continued at scale: 229 preceptors were recognized in the 2024/25 cycle, more than double the previous cycle. | Update the recognition record with the 229-recipient cycle and treat recognition as an ongoing educator-support activity. | Update existing row |
| Preceptor Recognition Awards Preceptor Recognition | complete Preceptor recognition award provided to all preceptors nominated by students across 2024-25 academic year based on annual theme, which was: Preceptors Fostering Environments That Encourage Learning and Exchange of Ideas. In total, 229 awarded (more then doubling from previous year). See list here: https://www.ualberta.ca/en/pharmacy/preceptors/benefits-and-awards/award-recipients.html | Preceptor recognition continued at scale: 229 preceptors were recognized in the 2024/25 cycle, more than double the previous cycle. | Update the recognition record with the 229-recipient cycle and treat recognition as an ongoing educator-support activity. | Update existing row |
| Preceptor Needs assessment/engagement survey to determine ways to best support them Preceptor Engagement | in progress Goal: preceptor engagement and views on appreciation and development Developed a new engagement survey to launch in May 2025 to solicit perspectives from preceptors about ways we can appreciate and support them. July 2025 update: In process of reviewing results to inform development/appreciation plan for 2025-26 | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Plan for Preceptor Development Sessions Across 2025-2026 Academic year Preceptor Professional Development | in progress Goal: Regular sessions with preceptors around precepting and/or professional development topics September 2024/February 2025: Promotion of Library Resources and Searching Strategies (speaker: Janice Kung and Deanna Townsend (~80 attendees) October 2024: Professional Identity Formation and Influence of Precpetors (speaker: Dr. Natalie Kennie-Kaulback), 50 attendees Plan for 2025-26 being developed. | Preceptor development/engagement continued through a recurring program of sessions and a needs/engagement survey whose results were being used to shape the next plan. | Keep active and update with the recurring-development model and survey-informed planning; confirm the 2025/26 delivery record. | Update existing row |
| Revised Patient Care Process and Documentation Guide Improve Teaching Support and Services | complete | | | | | | | | | | | | | | Community Engagement | CE8 Strengthened partnerships with rural and remote communities. | 1 | | | | Improve Teaching Support and Services | Revised Patient Care Process and Documentation Guide | "1.2 Being recognized provincially, … | Retain the current monitoring record and confirm current status/ownership with the strategic lead after September reporting. | Retain / confirm |
No separate new project row currently meets the strict evidence threshold. Download the working reconciliation dataset →
Former Academic portfolio allocation
The Student Academic Affairs / Education split remains provisional pending lead confirmation. The comprehensive re-audit did not identify evidence requiring a change to any of the 48 provisionally allocated legacy rows; the funded-seat/TEE implementation-model row remains intentionally shared/unresolved because it spans admissions, education capacity and Faculty growth planning. Review the re-audit →
Evidence completeness and reporting boundary
This revision was reconstructed from the explicit 387-file source inventory and six-portfolio evidence ledger rather than from the previous brief prose. The formal reporting boundary is August 31, 2026. September material is used only where it reports an outcome from the completed reporting period, corroborates work already underway, or describes next-cycle direction. Examples from newsletters illustrate the work but are not treated as additional strategic projects.