Pharmacy Technician Program Standard
The approved program standard for four-semester Pharmacy
Technician programs approved by the Ministry of Training, Colleges
and Universities (MCU Code 51623) for delivery by Ontario Colleges
of Applied Arts and Technology
©
1999, Ontario Ministry of Education and Training
ISBN 0-7778-7896-8
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This publication is also available as an Adobe Acrobat file (PDF, 317 KB).
- Introduction
- Vocational Standard
- Generic Skills Standard
- General Education Standard
Acknowledgments
The Ministry of Training, Colleges and Universities acknowledges with
thanks the significant contribution of the many individuals and organizations
who participated in the development of this program standard. In particular,
the Ministry of Training, Colleges and Universities would like to acknowledge
the important roles of
- Members of the Pharmacy Technician Program Standard Committee; Cheryl
Anderson, Sheridan College; Linda Assad-Butcher, La
Cité Collégiale; Nancy Cain, Niagara College; Marie Rocchi
Dean, Centennial College; Harvey Dolman, Shoppers Drug Mart; Ron Elliott, Ontario
Pharmacists Association; Christopher Judd, Canadian Society of Hospital
Pharmacists, Ontario; Gisele Legris, Collège
Boréal; Catherine MacMillan, Ottawa General
Hospital; Yvonne McRobbie, St. Clair College; Elaine Maloney, Drug Information
and Research Centre, Ontario Pharmacists Association; Audrey Myers, Humber College;
Christopher Mobbs, Wal-Mart, Canada, Inc.; Madeline J. Monaghan, Ontario College of
Pharmacists; Melanie Sebastianelli, Canadian Association of Pharmacy Technicians,
National Conference, and Rosemary Snow, Cambrian College.
- The many individuals and organizations who participated in the consultation
and validation; the writer/editor, Brian Provini, Conestoga College;
and the secondee who led the development of the vocational standard,
Linda Buschmann, Canadore College.
- All those involved in the work of the CSAC Generic Skills Council
and the development of the generic skills standard.
- All those involved in the work of the CSAC General Education Council
and the development of the general education standard.
Table of Contents
I. Introduction
This document is the Program Standard for Pharmacy Technician Programs
(four-semester) delivered by Ontario colleges of applied arts and technology.
The program standard applies to all programs approved by the Ministry of
Training, Colleges and Universities under MCU code 51623.
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development
with the objectives of bringing a greater degree of consistency to college
programming offered across the province, broadening the focus of college
programs to ensure graduates have the skills to be flexible and to continue
to learn and adapt, and providing public accountability for the quality
and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities
has responsibility for the development and approval of system-wide standards
for programs at colleges of applied arts and technology of Ontario.
Program standards apply to all similar programs offered by colleges
across the province. Each program standard for a postsecondary program
includes the following elements:
- Vocational standard (the vocationally specific learning outcomes
which apply to the program in question),
- Generic skills standard (the generic skills learning outcomes
which apply to programs of similar length), and
- General education standard (the requirement for general education
courses that applies to postsecondary programs).
Collectively, these elements outline the essential skills and knowledge
that a student must reliably demonstrate in order to graduate from the
program.
Individual colleges of applied arts and technology offering the program
determine the specific program structure, delivery methods, and other
curriculum matters to be used in assisting students to achieve the outcomes
articulated in the standard. Individual colleges also determine whether
additional local learning outcomes will be required to reflect specific
local needs and/or interests.
The Expression of Program Standards as Learning Outcomes
The vocational and generic skills components of program standards are
expressed in terms of learning outcomes.
Learning outcomes represent culminating demonstrations of learning and
achievement. They are not simply a listing of discrete skills, nor broad
statements of knowledge and comprehension. In addition, learning outcomes
are interrelated and cannot be viewed in isolation of one another. As
such, they should be viewed as a comprehensive whole. They describe performances
that demonstrate that significant integrated learning by graduates of
the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the
outcomes for program graduates, while leaving to the discretion of individual
colleges curriculum matters such as the specific program structure and
delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating
demonstration of learning and achievement that the student must reliably
demonstrate before graduation.
The elements of performance for each outcome define
and clarify the level and quality of performance necessary to meet the
requirements of the learning outcome. However, it is the performance of
the learning outcome itself on which students are evaluated. The elements
are indicators of the means by which the student may proceed to satisfactory
performance of the learning outcome. The elements do not stand alone but
rather in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation
of the outcome is also provided.
The Accreditation of Programs
The Ministry of Training, Colleges and Universities will establish
a process to accredit college programs, with the objective of determining
whether program graduates have achieved the learning outcomes and
general education requirement established in a program standard.
The Development of a Program Standard
In establishing the standards development initiative, the Government
determined that all postsecondary programs should include vocational skills
coupled with a broader set of essential skills. This combination is considered
critical to ensuring that college graduates have the skills required to
be successful both upon graduation from the college program and throughout
their working and personal lives.
A program standard is developed through a broad consultation process
involving a range of stakeholders with a direct interest in the program
area, including employers, professional associations, universities, secondary
schools, and program graduates working in the field, in addition to students,
faculty, and administrators at the colleges themselves. It represents
a consensus of participating stakeholders on the essential learning that
all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake
regular reviews of the vocational learning outcomes for this program,
as well as a review of the generic skills learning outcomes and the
general education requirement, to ensure that the Pharmacy Technician
Program Standard remains appropriate and relevant to the needs of
students and employers across the Province of Ontario. To confirm
that this document is the most up-to-date release, contact the Ministry
of Training, Colleges and Universities at the address or telephone
number noted on the inside cover page.
Table of Contents
II. Vocational Standard
All graduates of Pharmacy Technician Programs must have achieved
the nine vocational learning outcomes listed in the following pages, in
addition to achieving the generic skills learning outcomes and meeting the
general education requirement.
Preamble
The program standard for pharmacy technician programs in the colleges
of applied arts and technology includes a foundation of generic skills
and general education standards that are achieved concurrently with the
vocational standard. Through successful achievement of the program standard,
graduates, as entry-level workers, have the knowledge, skills, and attitudes
that are necessary to perform their role within the scope of pharmacy
technician practice.
Graduates of pharmacy technician programs will have completed a program
that has a solid basis in the theory, principles, and practices needed
to enter this people-oriented health-care career. They will use critical-thinking
strategies to accurately and safely process prescriptions, control inventory
according to established policies and procedures, keep accurate and confidential
records using paper-based and electronic methods, maintain documentation
for third-party payers, and assist in the provision of optimal pharmaceutical
care and cost-effective pharmacy services. At all times, pharmacy technicians
act within the relevant legislation, established standards, policies,
and procedures, and within their role and responsibilities, recognizing
that under current legislation, the pharmacist is accountable for the
safe, effective, and efficient planning, delivery, and evaluation of those
activities that have been delegated to the pharmacy technician.
Being able to effectively communicate orally and in writing is a key
requirement of graduates; in addition, graduates have an interest in performing
work that requires high levels of accuracy and responsibility. As a member
of an interdependent health-care team, graduates work with pharmacists,
pharmacy technicians, and other health professionals in order to meet
the needs of patients. Graduates demonstrate the ability to use computer
programs to enter patient and prescription information, access information
such as drug interchangeability, and respond to computer prompts relating
to drug interactions, adverse effects, and allergies by appropriately
informing the pharmacist.
Graduates will be familiar with technological trends such as on-line
adjudication of claims and the use of automatic dispensing and packaging
machines and compounding devices and equipment. Graduates will have employment
opportunities in direct practice settings such as pharmacies in the community,
the hospital, and other health-care facilities. They may also have opportunities
as employees in indirect practice settings such as the pharmaceutical
industry, computer software sales and support, and third-party payer organizations.
After experience in the direct pharmacy practice setting, graduates of
pharmacy technician programs will be eligible to apply to write the voluntary
certification examination set by the Ontario College of Pharmacists (OCP),
the successful completion of which leads to the designation of Certified
Pharmacy Technician (CPhT).
Synopsis of the Vocational Learning Outcomes
The graduate has reliably demonstrated the ability to
- communicate effectively with patients, pharmacists* and other colleagues,
and with health-care providers within the scope of the profession.
- receive and prioritize written prescriptions* and verbal requests*
accurately in compliance with legislation* and established standards,
policies, and procedures.
- dispense** pharmaceutical products* accurately, efficiently, and
in compliance with legislation* and established standards, policies,
and procedures.
- release pharmaceutical products* in compliance with legislation*
and established standards, policies, and procedures.
- practise competently and safely within a legal and ethical framework.
- collaborate with the pharmacist* and other colleagues and with health-care
providers to support and promote the patient's health, well-being, and
lifestyle.
- contribute to the application of effective business principles in
the pharmacy practice setting*.
- operate computers and other technological tools to assist in the provision
of optimal pharmaceutical care* and pharmacy services.
- develop a plan to promote professional competence.
Note: The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing, nor
weighting of significance.
* See glossary
** Dispense - the pharmacy technician accurately calculates,
measures, verifies, labels, packages and/or re-packages pharmaceutical
products for release to the pharmacist. The pharmacist ensures the accuracy
of the dispensed pharmaceutical product by applying his/her signature
as a final step and as well is accountable for discussing newly prescribed
pharmaceutical products with patients or their agents.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate effectively with patients, pharmacists* and other colleagues,
and with health-care providers within the scope of the profession.
Elements of the Performance
- Facilitate questioning and understanding on the part of the patient
by using effective interpersonal communication techniques
- Respond accurately to a patient's questions
- Read, write, and speak fluently in order to correctly process pharmaceutical
orders
- Read, write, and speak fluently when interacting with patients, pharmacists*
and other colleagues, and health-care providers
- Practice effective customer service skills in the pharmacy practice
setting*
- Exhibit a sensitivity to diversity*
- Interact with patients employing a nonjudgmental, empathetic, and
respectful approach
- Use assertiveness skills appropriately
- Apply conflict management skills
- Communicate effectively using telephone and other electronic media
- Promote understanding of the role of the pharmacy technician* and
its relationship to the roles of other health-care providers
- Participate in a team environment
- Maintain the patient's rights to confidentiality and privacy in all
communications
* See glossary
2. The graduate has reliably demonstrated the ability to
receive and prioritize written prescriptions* and verbal requests*
accurately in compliance with legislation* and established standards,
policies, and procedures.
Elements of the Performance
- Determine whether the written prescription* is new or repeat
- Accept repeat authorizations from a prescriber or his/her designate
- Assist the pharmacist* in verifying authenticity of prescriptions
- Prioritize and organize written prescriptions and verbal requests*
- Recognize, using current legislation*, the pharmaceutical products*
that the different categories of health-care professionals can prescribe
- Gather, review, and clarify, within the scope of responsibility, information
about the patient, prescriber, and prescription
- Direct questions by patients, their agents, and other health-care
providers to the pharmacist
- Read, interpret, and apply pharmaceutical, medical, laboratory, metric,
and apothecary terms, abbreviations, and symbols
- Interpret prescriptions, correctly recognizing the trade or generic
name, dosage form, dose, quantity, and directions for use
- Associate drug names with common reasons for use, adverse effects,
and drug interactions
- Recognize and use drug schedules and categories including prescription,
non-prescription, restricted access, herbal, and homeopathic
- Record information correctly and legibly
- Enter data into the computer correctly
- Determine whether the pharmacy practice setting* has the required
medication and dosage form, and if it does not, identify and access
alternate sources
- Explain to the patient third-party plan coverage and payment requirements
for prescription and for non-prescription products not designated as
a benefit
* See glossary
3. The graduate has reliably demonstrated the ability to
dispense** pharmaceutical products* accurately, efficiently,
and in compliance with legislation* and established standards, policies,
and procedures.
Elements of the Performance
- Work within own role responsibilities by knowing when and how to refer
to or ask the pharmacist* questions
- Enter pertinent information into the patient profile, either into
a written record or into a computer
- Recognize the implications of drug interactions and allergies
- Respond appropriately to warnings displayed on the computer
- Calculate and convert dosage determinations and extemporaneous weights
and volumes using metric, apothecary, and imperial systems
- Calculate, measure, and weigh accurately in all relevant systems
- Select the pharmaceutical product* by correctly using drug interchangeability
information, third-party and all hospital formulary restrictions, and
other relevant resources
- Prepare sterile and non-sterile products using proper technique in
accordance with established policies and procedures
- Select the appropriate container to accommodate the pharmaceutical
product
- Generate labels and affix them to the pharmaceutical product's container
- Verify with the pharmacist or designated personnel that the correct
pharmaceutical product is being dispensed
- Release the pharmaceutical product to the pharmacist for his/her final
check and signature
- Employ the appropriate drug distribution method
- Meet legislative requirements and pharmacy practice setting* policies
when handling narcotic and controlled drugs
- Complete all required documentation
- Verify cost calculations and the actual cost of the pharmaceutical
product
- Verify that the billing to the patient and/or third-party is complete
and correct
- Use proper clean-up and infection control procedures
* See glossary
** Dispense - the pharmacy technician accurately calculates,
measures, verifies, labels, packages and/or re-packages pharmaceutical
products for release to the pharmacist. The pharmacist ensures the accuracy
of the dispensed pharmaceutical product by applying his/her signature
as a final step and as well is accountable for discussing newly prescribed
pharmaceutical products with patients or their agents.
4. The graduate has reliably demonstrated the ability to
release pharmaceutical products* in compliance with legislation*
and established standards, policies, and procedures.
Elements of the Performance
- Release the pharmaceutical product* to the pharmacist* for his/her
final check and signature
- Recognize the patient's need for dialogue and inform the pharmacist
- Package pharmaceutical products
- Ensure delivery of pharmaceutical products to the correct person or
designated location
- Complete all required documentation
- Maintain, file, and store electronic and/or paper-based records
* See glossary
5. The graduate has reliably demonstrated the ability to
practise competently and safely within a legal and ethical framework.
Elements of the Performance
- Describe and comply with legislation* relevant to the pharmacy practice
setting*
- Conduct oneself in an ethical manner
- Know and act within own role and responsibilities
- Accept accountability for own actions
- Apply critical-thinking and problem-solving skills
- Refer requests for information concerning prescription, non-prescription,
herbal, and homeopathic medications, and equipment and devices to the
pharmacist* and authorized personnel when necessary
- Act as an advocate for patients
- Protect patient rights to privacy and confidentiality including maintaining
the confidentiality of and appropriate disposal of all information,
records, and files
- Maintain confidentiality of all corporate and workplace information
- Follow legislation*, established standards, policies, and procedures
relevant to health and safety including the handling of hazardous products
and the disposing of waste
* See glossary
6. The graduate has reliably demonstrated the ability to
collaborate with the pharmacist* and other colleagues and with
health-care providers to support and promote the patient's health, well-being,
and lifestyle.
Elements of the Performance
- Work effectively as part of a team recognizing the roles and responsibilities
of the pharmacy technician* and their relationship with the roles and
responsibilities of the pharmacist*
- Integrate, when working as part of an interdisciplinary team, own
role with that of other health-care providers in order to meet patient
outcomes
- Appreciate the role that pharmacy has in promoting health, well-being,
and quality of life
- Advise, within the scope of own knowledge, skills, legislation* and
the pharmacy practice settings* policies and procedures
* See glossary
7. The graduate has reliably demonstrated the ability to
contribute to the application of effective business principles
in the pharmacy practice setting*.
Elements of the Performance
- Practise inventory control and purchasing efficiently, accurately,
and according to the pharmacy practice settings* established standards,
policies, and procedures
- Use computer programs correctly to maintain inventory records
- Receive, verify, and reconcile pharmacy orders using purchase orders,
packing slips, and invoices
- Rotate inventory, restock, and monitor expiry dates
- Contact suppliers for credit
- Dispose of expired supplies safely and efficiently and in compliance
with relevant legislation*, and established standards, policies, and procedures
- Maintain and efficiently manage the drug distribution system in place
- Interact with pharmaceutical manufacturers, suppliers, wholesalers,
and other pharmacies as required
- Apply basic product display skills
- Implement pricing policies according to the pharmacy practice settings*
policies and procedures
- Handle cash and other methods of payments
- Ensure proper processing and follow-up of third-party drug plans
- Explain to the patient third-party plan coverage and payment requirements
for prescription and for non-prescription products, not identified as
a benefit
- Use effective prioritization, time-management, and organizational strategies
- Maintain and clean and orderly working environment
- Prepare invoices, letters, and memos as required
- Perform paper-based billing
* See glossary
8. The graduate has reliably demonstrated the ability to
operate computers and other technological tools to assist in
the provision of optimal pharmaceutical care* and pharmacy services.
Elements of the Performance
- Use industry-relevant software to maintain patient, drug, and third-party
payment profiles and reports
- Recognize the implications of drug interactions and allergies and
respond appropriately to warnings when they are displayed on the computer
- Use a minimum of one community-based computer program
- Be familiar with hospital-based computer programs
- Be familiar with other technological tools such as automated dispensing machines,
unit dose packaging equipment, infusion devices, and compounding devices
- Exhibit accurate data-entering and keyboarding skills
- Maintain computerized inventory control systems, if in place
- Be familiar with on-line billing systems, reports, claims, and drug
interaction systems
- Be familiar with on-line adjudication of claims
- Prepare and reconcile third-party payments
- Process reports when required
- Perform routine equipment maintenance tasks
- Troubleshoot minor mechanical breakdowns
* See glossary
9. The graduate has reliably demonstrated the ability to
develop a plan to promote professional competence.
Elements of the Performance
- Develop the knowledge, skill, and attitudes needed to support self-evaluation
- Solicit constructive feedback from colleagues
- Appreciate the role that performance appraisal evaluations have in
promoting professional competence
- Develop an initial plan for lifelong learning
- Identify strategies for maintaining professional competence
- Identify a variety of learning opportunities including attending seminars
and workshops and using electronic media
- Use current, relevant, and scientifically sound resources
- Appreciate the role that professional associations can have in promoting
professional competence
* See glossary
Glossary of Terms
- Dispense
- the pharmacy technician accurately calculates, measures, verifies,
labels, packages and/or re-packages pharmaceutical products for release
to the pharmacist. The pharmacist ensures the accuracy of the dispensed
pharmaceutical product by applying his/her signature as a final step
and as well is accountable for discussing newly prescribed pharmaceutical
products with patients or their agents.
- Diversity
- a wide variety of ethnic and cultural backgrounds, beliefs, socioeconomic
statuses, ages, creeds, sexual orientation and identity, ableness, and
health states representative of patients and colleagues with whom graduates
will interact.
- Legislation
- all relevant and current law, such as, the Regulated Health Professions
Act, Pharmacy Act, Drug and Pharmacies Regulation Act,
Controlled Drugs and Substances Act, Food and Drugs Act,
Public Hospitals Act, Workplace Hazardous Materials Information System,
and Occupational Health and Safety Act.
- Pharmaceutical Care
- the responsible provision of drug therapy for the purpose of achieving
patient outcomes which improve the patient's quality of life. Pharmacy
technicians collaborate in the promotion of optimal pharmaceutical care
by performing product-focused activities while recognizing that the
pharmacist has primary responsibility and accountability to identify,
prevent, and solve drug-related problems.
- Pharmaceutical Product
- any drug product that can be purchased commercially from a pharmaceutical
company or prepared in a pharmacy. Extemporaneous mixtures include both
sterile and non-sterile compounds that are prepared in and dispensed
from a pharmacy. Sterile compounds include intravenous admixtures, total
parenteral nutrition, eye preparations, solutions for irrigation and
wound care, injectable antineoplastic agents, and epidural products.
Non-sterile compounds include, for example, creams, ointments, suppositories,
capsules, suspensions, powders, and solutions.
- Pharmacist
- a health-care professional who is licensed by the Ontario College
of Pharmacists under the Pharmacy Act (1991). Pharmacists are
authorized to dispense, sell, or compound a drug, to supervise a part of a pharmacy
where drugs are kept, and to provide non-prescription drugs and health-care
aids and devices. Pharmacists are responsible and accountable for pharmaceutical
care including the provision of information related to prescription,
non-prescription, and pharmaceutical products to patients, patients'
agents, and other health-care professionals.
- Pharmacy Practice Setting
- the environment in which a pharmacy technician is employed including
community pharmacies and pharmacies in health-care facilities.
- Pharmacy Technician
- a health-care professional who, under the supervision of a pharmacist
or designated personnel, is able to dispense and compound medications;
receive, order, and manage inventory; interact with patients and a variety
of health-care providers; and assist the pharmacist in the provision
of pharmaceutical care and pharmacy services.
- Prescription
- a spoken, written, or electronically-transmitted order issued or authorized
by a regulated prescriber.
- Verbal Request
- a spoken request for a pharmaceutical product that may or may not
require a regulated prescriber's authorization.
Table of Contents
III. Generic Skills Standard
All graduates of Pharmacy Technician Programs must have achieved
the thirteen generic skills learning outcomes listed on the following
pages, in addition to achieving the vocational learning outcomes and meeting
the general education requirement. 1
Synopsis of the Generic Skills Learning Outcomes
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in the written,
spoken, and visual form that fulfills the purpose and meets the
needs of audiences.
- reframe information, ideas, and concepts using the narrative,
visual, numerical, and symbolic representations which demonstrate
understanding.
- apply a wide variety of mathematical techniques with the degree
of accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information
from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified needs.
- manage the use of time and other resources to attain personal
and/or project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating
her or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly in the written,
spoken, and visual form that fulfills the purpose and meets the needs
of audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing
the written, spoken or visual material that best suits the situation.
Graduates will have developed their ability to analyze their audiences
to identify what is required and to match those needs with the means
that is most appropriate. They will have produced material according
to the style and conventions required, and they will have checked
their products for accuracy and clarity. Finally, graduates will have
used the tools available to them to create and correct their written,
spoken, and visual messages.
Elements of the Performance
- Plan and organize communications according to the purpose and
audiences
- Choose the format (e.g., memo, illustration, video, multimedia
presentation, diagram) appropriate to the purpose
- Incorporate content that is meaningful and necessary
- Produce material that conforms to the conventions of the chosen
format
- Use language and style suitable to the audience and purpose
- Ensure that the material is free from mechanical errors
- Use the computer technology that will enhance the production of
materials
- Evaluate communications and adjust for any errors in content,
structure, style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using the narrative,
visual, numerical, and symbolic representations which demonstrate understanding.
Explanation
Responding to messages from many sources requires the ability to
receive and to comprehend what has been received. One way to demonstrate
that comprehension is to reframe, or restate in other forms, the
original message. This requires graduates to have developed the
skills to read, listen to, and observe messages contained within
narrative and visual forms. It also requires the ability to construct
unique narrative and visual representations that are consistent
with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats (e.g., written
and spoken summaries; tables, figures, charts, diagrams, maps,
drawings, photographs, and computer-generated graphics; terms
represented by numbers; and, values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning with
the original
- Acknowledge the use of material from other sources according
to the conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques with the degree
of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the
ability to apply a wide variety of mathematical skills accurately.
Graduates will have demonstrated their ability to apply the concepts
of number and space to situations which include quantities, magnitudes,
measurements, and ratios. They will have developed their ability
to identify the need for mathematics, to apply mathematical techniques
(concepts, conventions, strategies, and operations) and to check
the results of their applications. This will require graduates to
be flexible and creative and to be confident in their mathematical
skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including models,
geometric representations or formulas, elementary algebraic equations,
descriptive statistical methods, and mathematical reasoning) for
suitability and effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement selected
strategies
- Use calculators or appropriate technological tools to perform
mathematical operations accurately
- Check for errors in numerical answers and the appropriate fit
between problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from one situation
to another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software and other technological
tools appropriate and necessary to the performance of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence and
ability to use the tools well. Graduates will have demonstrated
the ability to recognize when computers and other technologies contribute
to completing tasks, solving problems, performing research, and
creating products. They will use the technological tool most appropriate
to the task and use it accurately. Finally, they will have gained
confidence in continuing to learn about and cope with new technologies
in the future.
Elements of the Performance
- Use basic operating system functions competently (e.g., load
software, store and retrieve data)
- Determine which tasks can best be handled by computers and
other technology
- Select suitable software, equipment, and tools for the task
- Use the software, equipment, and tools effectively, correctly,
and ethically
- Deal with equipment and software problems and errors in a logical
and systematic manner
- Transfer concepts, knowledge, and skills from one technology
to another
- Evaluate one's own use of hardware, software, and technological
tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
Explanation
Working in teams or groups in either a work or personal context requires
the ability to assume responsibility for collective duties and decisions.
It also requires interacting effectively with the members of the group.
Therefore, in achieving this outcome, graduates will have demonstrated
their ability to understand and complete the various tasks required
of them as group members. They will also have demonstrated their ability
to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information while demonstrating
respect for those of others
- Employ techniques intended to bring about the resolution of any
conflicts
- Regularly assess the group's progress and interactions and make
adjustments when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of tasks
require the thinking skills and strategies that will allow graduates to
identify what has to be done and to select and implement the most suitable
approach. In applying thinking skills and strategies, graduates will have
understood the limits as well as the potential of their own thought processes.
As well, in attempting various strategies, they will have explored styles
of thinking that may be new to them. This will allow graduates to understand
the way they think and how they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required directions
- Explore various thinking skills and strategies that could be used
- Identify limits as well as the potential of one's own thought processes
- Choose and apply thinking skills and strategies (e.g., inductive
and deductive thinking; creative and intuitive thinking; inquiry;
critical thinking; and reflection)
- Evaluate results of the thinking skills and strategies used in
problem solving and decision making
- Appreciate the benefits of the use of alternative types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary information
from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that
can be used as support. Graduates, therefore, must be able to access current,
relevant, and useful information and to organize that information in understandable
ways. In achieving this outcome, graduates will have developed and used
strategies to locate and gather a wide range of information, most particularly
through technological means. They will have learned how to select pertinent
information and to sort it so that it can be displayed in useful formats
like databases and spreadsheets. This information can then be used to
support decisions and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of the information required
- Investigate sources of information (including people, text, databases,
and the Internet
- Gather information from the most appropriate sources using various
data collection techniques, including technology
- Examine the information and select what is relevant, important,
and useful
- Employ a variety of techniques to organize the information (e.g.,
spreadsheets, databases, graphs, charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative and quantitative
information in order to accept or challenge the findings of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their
mathematical abilities to question the validity of statistics and
other numerical claims. Graduates also will have used their language
and critical thinking skills to analyze the assumptions and evidence
that others use to support more qualitative arguments and conclusions.
As a result, graduates will have developed the ability to question
and make decisions about what they read, hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations, and assumptions
and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or arguments
- Be prepared to defend acceptance or rejection of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products that meet identified
needs.
Explanation
Creating strategies and products that are original and innovative
will require graduates to develop their creative thinking skills
to find alternative ways to address situations. Graduates will have
developed the confidence to use old information in new ways; to
see unique relationships; and to practice the lateral, divergent,
and intuitive thinking that will yield new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will
meet needs
- Choose alternatives to pursue based on needs and criteria of
projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to attain personal
and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional
lives requires graduates to use their time, money, space, and other,
often limited, resources as efficiently as possible. Graduates will
have developed their ability to plan and predict ways of achieving
goals. They will have developed and used tools intended to assist
in the process. Finally, they will have attempted to follow their
plans and use the tools, assessing regularly how realistic the goals,
plans, and processes are and adapting when it is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g., money, space, time) efficiently to accomplish
tasks
- Re-evaluate goals and the use of resources and make appropriate
adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions and decisions.
Explanation
Making decisions, taking positions, and completing tasks require
graduates to be accountable for actions taken and to defend their
convictions. Graduates will have demonstrated their ability to evaluate
what they do and why they do it. They will have taken into consideration
their individual values, beliefs, and opinions and the effects these
have on their actions. Not only will graduates be able to justify
their decisions, they will be able to advocate positively on behalf
of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect actions
and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying and/or updating
her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates
to be lifelong learners. Graduates will have developed the confidence
to know that their current skills are applicable to a range of changing,
novel and unexpected situations. They will have demonstrated their
ability to reflect on what they can do, match those skills to the
new demands, and apply previous skills or develop the additional
ones that will make them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working styles to acquire
new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives
requires graduates to assess and present their accomplishments and
abilities. In achieving this outcome, graduates will have developed
their ability to reflect on what they have done and learned. They
will also have summarized their abilities in ways that are attractive
and useful to potential recipients. These ways may include portfolios
and resumes. Finally, graduates will have developed the skills to present
themselves and their accomplishments personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience realistically
- Choose formats (e.g., resume, portfolio, interview) which best
display skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
Table of Contents
IV. General Education Standard
All graduates of Pharmacy Technician Programs must have met the
general education requirement described on the following pages, in addition
to achieving the vocational and generic skills learning outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general education
course of approximately 45 instructional hours per semester. Learners
should experience a breadth of goals through their general education studies;
and, wherever possible, they should have the opportunity to exercise choice
in the selection of their general education courses.
This general education requirement is an integral component of
the Pharmacy Technician Program Standard, along with the vocational
and generic skills learning outcomes.
The general education requirement shall be met consistent with
the following guiding principles:
- General education in the colleges shall identify and deal with
issues of societal concern in a manner relevant to the lives of
students. General education courses shall be structured in such
a way as to guide students through the historical context of such
issues, their theoretical bases, and application to contemporary
life.
- All general education courses offered in the colleges shall
be designed to provide benefits to one or more of the three areas:
learners' personal growth and enrichment, informed citizenship,
and working life.
- An essential component of the mission of Ontario's colleges
is the encouragement and support of continuous learning. This
commitment to lifelong learning shall be reflected in each of
the general education courses offered in the colleges.
General education appropriate for Ontario colleges is defined as
those postsecondary learning experiences that enable learners to
meet more effectively the societal challenges which they face in
their community, family, and working life. General education in
the colleges provides learners with insight into the enduring nature
of the issues being addressed and into their particular relevance
to today and the future. It is intended to encourage and support
continuous learning. It is delivered as discrete courses which are
designed to address one or more of the following goals and associated
broad objectives established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- Develop critical awareness of arts in society
- Perceive and evaluate the role of the arts
- Heighten critical appreciation through development and application
of personal and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function of governments
in Canada: legislative, judicial, and administrative arms;
roles of elected officials and public servants; and a personal
awareness of citizen responsibility
- develop historical understanding of major issues affecting
Canadian politics and a critical awareness of related public policy
- develop awareness of international issues and their effects,
and the place of Canada in international communities
- develop awareness of the history, significance, and organization
of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity by linking
personal history to broader cultural study
- develop an understanding of the diversity of cultures and
subcultures represented in Canadian society and of their interactions
within the Canadian society
- develop intercultural understanding through reasoned reflection
on various cultures' responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one's expectations and values and analyze their
impact on personal goals
- apply an understanding of the individual and human development
to personal life and relationships
- integrate the concept of well-being into one's lifestyle
- understand oneself as a learner and articulate one's own
learning style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization and
institutions and of ongoing issues in relationships between
individuals, groups, and societies
- develop informed understanding of social trends, social
change, and social problems and of implications for social
and personal response
- develop informed understanding of contemporary social problems
and issues
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its
uses in measuring quantifiable entities and confirming laws
of nature
7. Understanding Technology
understand the interrelationship between the development and use
of technology and society and the ecosystem
Broad Objectives
- relate implications of current transformations in technological
knowledge and development to our physical and biological world
- develop awareness of ethical positions on enduring issues
regarding the place of the human species in the physical and
biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
- set personal expectations for efficiency, effectiveness,
ethics, and rewards and reconcile them with the changing work
environment
- apply knowledge of the organization and structure of work,
its institutions, and history; and of social and cultural
attitudes to work
- develop an understanding of the changing nature of work
and the economy
Table of Contents
Note:
- The generic skills learning outcomes listed in this program standard
form part of the program standard for each two- and three-year college
program. Additional information about these generic skills learning
outcomes is contained in the Generic Skills Learning Outcomes for
Two and Three Year College Programs in Ontario's Colleges of Applied
Arts and Technology. CSAC: 1995.
