Survey of prior learning assessment practices in pharmacy education

American Journal of Pharmaceutical Education, Spring 2001 by Fjortoft, Nancy F, Zgarrick, David P

Nursing is probably the most similar to pharmacy in that it has witnessed a change in degree standards for the profession (registered nurse to bachelors of science in nursing). In addition, expanded practice opportunities often occur as a result of additional education and/or certification. The American Association of Colleges of Nursing (AACN) has drafted a position statement on educational mobility. This statement defines education mobility as a process by which individuals complete formal and/or informal educational offerings to acquire additional knowledge and skills. To the extent possible, education mobility should build on previous learning without unnecessary duplication of that learning, and be focused on outcomes(10). This statement supports the use of prior learning assessment. Ms. Rebecca Rice from AACN said that the nursing profession supports the removal of unnecessary barriers to academic degrees and has supported PLA for over twenty years.1 The nursing literature in both the United States and Great Britain has numerous examples of the successful use of prior learning assessment using a variety of methods(11-15). Dr. Joan Creasia, Dean of Nursing at the University of Tennessee, was instrumental in crafting the AACN statement on educational mobility. She commented that typically standardized exams and faculty-developed exams are used to assess prior learning for academic course waiver. Course transfer via transcript review is also another common mechanism. Some of these exams may include a live demonstration component. Credit for prior learning is awarded at the baccalaureate level as well as the master's level, and student fees are assessed for the examinations.2

Ms. Rice noted that the profession is now moving away from assessing prior learning for academic credit and is simply focusing on outcomes. If students can master upper level courses, then colleges assume they have the prerequisite skills and do not assess prior learning. Upon completion of the upper level course, then credit is awarded for prerequisite course. Students are interviewed extensively to determine their level of skill and are given ample support and intervention to assure success in the upper level coursework.3

Other professions do not utilize prior learning assessment. The American Bar Association accreditation standards explicitly state that all credit for the JD degree be earned after matriculation into an accredited law school(16). According to the American Osteopathic Association (AOA), their standards do not address prior learning assessment, but do state that four years of coursework must be completed at an accredited osteopathic medical school in order to be licensed.

The profession of architecture is more complex. The National Architectural Accrediting Board indicated that about two-thirds of the states require a professional degree in architecture for eligibility for licensure. Other states do not require the degree. Accreditation standards do not address PLA, and the practice of PLA is left up to the individual school. Conversations with the Association of Collegiate Schools of Architecture suggest that PLA is not currently a topic of much discussion.4