Ten aspects of co-curriculum

By Sarah Griffin, Pharm.D., BCPS

Integration of co-curriculuM is one strategy used to support student achievement of learning outcomes in post-graduate health sciences curricula. A co-curriculum focuses on providing experiential learning through activities, experiences and/or programs outside the classroom that complement what students are learning inside the classroom and promotes a holistic approach to continuous professional development.

One way the College of Pharmacy has incorporated co-curricular learning is through mentor-mentee sessions where seven to eight students from the first three professional years meet with a faculty mentor to focus on activities that support learning imbedded within the formal curricula. In 2018, the College implemented a more structured co-curriculum to ensure its students are fully equipped to provide quality health care services to patients and the community at large. The College’s co-curriculum centers around learning in 10 key categories: problem solving, education, patient advocacy, interprofessional collaboration, cultural sensitivity, communication, self-awareness, leadership, innovation/entrepreneurship and professionalism. Competency in each of these categories is essential to the contemporary practice of pharmacy.

To ensure competency the College integrates learning of these categories within its formal didactic and experiential curricula and, for the co-curriculum, requires students to participate in a minimum number of activities focused on intentional learning in these areas. Students are asked to self-reflect on individual categories based on a modified scale ranging from novice to proficient and then write a short reflection paper to discuss with their mentor and peers near the end of each semester. After these discussions, faculty mentors provide external feedback and assess students using the same scale.

Students are provided with a list of suggested activities and events but are encouraged to seek out other opportunities tailored to their interests. Examples of activities in which students have participated include providing education about medication safety at local elementary schools, participating in policy forums at local and national pharmacy meetings, discussing the importance of pharmacy with a local physician, reading a book on leadership, and organizing a culture night. Even events organized by the University such as a disaster drill, an interprofessional event such as “A Night at the Round Tables,” or the American Studies Institute speaker series can be co-curricular if not already a requirement within the formal curriculum.

Specific benefits of incorporating a co-curriculum in a health science program include further practice in the application of knowledge, skills and attitudes through activities within a structured framework that provides real-world application in a more relaxed environment. This approach helps students better understand why they are learning certain topics, broadens their perspective on activities, builds confidence and self-esteem, and motivates them to learn material in a more meaningful way. Self-direction in a co-curriculum encourages students to seek opportunities that align with personal goals and passions, instilling a sense of ownership in the learning process especially if it is paired with self-reflection. Inculcating systems that increase ownership of learning aids in the development of lifelong learning skills.

In the College of Pharmacy, a service learning emphasis in co-curricular activities cultivates a sense of caring for others and connectedness within a community that aligns with the University’s goal of fostering a community of mission. Over time this affinity toward connectedness and the assurance of competency promotes a sense of commitment that sets the Harding graduate apart from others in their profession.

— Sarah Griffin, Pharm.D., BCPS