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Self Evaluation Report and Description Tartu School of Pharmacy 2008

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Self Evaluation Report and Description Tartu School of Pharmacy 2008 University of Tartu Faculty of Medicine Department of Pharmacy SELF-EVALUATION REPORT for the accreditation of curricula : 80419 (8896212) Pharmacy (Bachelor and Master`s integrated studies) 2707 (8505202) Pharmacy (Doctoral studies) 80361 (8896212) Pharmacy (Doctoral studies) Approved by: Head of the Working Group Prof. Peep Veski …………………………….. Signature Date Dean of the Faculty of Medicine Prof. Toomas Asser ……………………………… Signature Date Vice Rector for Prof. Birute Klaas ……………………………… Academic Affairs Signature Date Tartu 2008 1 TABLE OF CONTENT DESCRIPTION OF THE PROCESS OF COMPILING THE SELF-EVALUATION REPORT 1 1. INTRODUCTION 1.1. THE MISSION OF THE UNIVERSITY OF TARTU 2 1.2. BRIEF HISTORY OF THE UNIVERSITY OF TARTU 2 1.3. THE ESTONIAN SYSTEM OF HIGHER EDUCATION 2 1.4 THE STRUCTURE OF THE UNIVERSITY OF TARTU 3 1.5. PRINCIPLES AND ORGANISATION OF QUALITY ASSURANCE AT THE UNIVERSITY 4 1.6. ORGANIZATION AND MANAGEMENT OF THE FACULTY OF MEDICINE 5 1.7. ORGANIZATION AND MANAGEMENT OF THE DEPARTMENT OF PHARMACY 7 2. PHARMACY EDUCATION IN ESTONIA 8 3. THE OBJECTIVES OF THE DEPARTMENT OF PHARMACY 8 4. DESCRIPTION OF THE CURRICULA 9 4.1. HISTORY OF TEACHING OF PHARMACY AT THE UNIVERSITY OF TARTU 9 4.2. CHARACTERISATION OF CURRICULUM: PHARMACY MASTER CURRICULUM 9 4.3. OPENING, MANAGING AND CHANGING OF THE CURRICULUM 11 4.4. CHARACTERISATION OF CURRICULUM: DOCTORAL STUDIES 12 4.5. THE CURRICULUM: STRONG SIDES 12 4.6. THE CURRICULUM: WEAK SIDES 13 4.7. ACTION PLAN 13 4.8. TRAINING PROCESS 13 4.9. TRAINING METHODS 14 4.10. TRAINING PROCESS: STRONG SIDES 16 4.11. TRAINING PROCESS: WEAK SIDES 16 4.12. TRAINING PROCESS: ACTION PLAN 16 5. PHARMACY STUDENTS 17 5.1. ADMISSION TO PHARMACY PROGRAMME 17 5.2.ADMISSION TO OPEN UNIVERSITY 18 5.3. ADMISSION TO DOCTORAL PROGRAMME 18 5.4. STUDENTS 19 5.5. GRADUATION 20 5.6. PHARMACEUTICAL SOCIETY OF THE UNIVERSITY OF TARTU (PSUT) 21 5.7. STUDENT COUNSELLING 21 5.8. FUTURE OCCUPATION 21 5.9. STUDENTS: STRONG SIDES 21 5.10. STUDENTS: WEAK SIDES 21 5.11. STUDENTS: OVERCOMING THE SHORTCOMINGS 22 6. ACADEMIC AND SUPPORT STAFF 22 6.1. ACADEMIC STAFF OF THE DEPARTMENT OF PHARMACY 22 6.2. APPOINTMENT SYSTEM FOR ACADEMIC STAFF 23 6.3. RESEARCH 24 6.4. SUPPORT STAFF OF THE DEPARTMENT OF PHARMACY 25 6.5. ANALYSIS OF PERSONNEL 25 6.6. PERSONNEL OF THE DEPARTMENT OF PHARMACY: STRONG SIDES 26 6.7. PERSONNEL OF THE DEPARTMENT OF PHARMACY: WEAK SIDES 26 6.8. SUSTAINABLE DEVELOPMENT OF PERSONNEL IN THE DEPARTMENT OF PHARMACY: ACTION PLAN 26 6.9. ESTONIAN ACADEMICAL SOCIETY OF PHARMACY (EASP) 27 7. LEARNING ENVIRONMENTS 28 7.1. ROOMS 28 2 7.2. LIBRARIES 29 7.3. LEARNING ENVIRONMENTS: STRONG SIDES 30 7.4. LEARNING ENVIRONMENTS: WEAK SIDES 30 7.5. LEARNING ENVIRONMENTS: ACTION PLAN 30 8. COLLABORATION 30 8.1. COLLABORATION IN ESTONIA 30 8.2. FOREIGN AFFAIRS 31 9. QUALITY ASSURANCE IN PHARMACY TRAINING 32 10. SPECIFIC COMMENTS TO THE GENERAL RECOMMENDATIONS OF THE JOINT FINAL REPORT OF THE ACCREDITATION EXPERT TEAM, 2001 33 11. GENERAL CONCLUSIONS OF THE SELF-EVALUATION 38 APPENDIXES 39 3 DESCRIPTION OF THE PROCESS OF COMPILING THE SELF-EVALUATION REPORT Steering Group (Group) was established by the Dean of the Medical Faculty (Faculty) for preparing the self-evaluation report in March 2008. The Group comprised of the following members: Peep Veski , Ph.D. (biol.), Dr. Pharm ., Professor of Pharmaceutical Technology and Biopharmaceutics, Head of the Department of Pharmacy Vallo Matto , Dr. Med., Senior Research Fellow, Department of Pharmacy Ain Raal , Ph.D. (pharm.), Senior Lecturer of Pharmacognosy, Department of Pharmacy Daisy Volmer , MSc. (pharm.), Lecturer of Social pharmacy, Department of Pharmacy Taavi Lehto , student, Pharmaceutical Society of the University of Tartu The Self-Evaluation Report (Report) was compiled as a result of close cooperation, intensive work and discussion throughout the process. Tasks were divided between the members of the Group. Each member carried out extensive discussions and computer network based information and opinion collection. Special queries among students and teaching staff were carried out. The Group wrote the final Report on the basis of collected information and opinions. The final Report will be presented on the homepage of the Department of Pharmacy (http://www.med.ut.ee/farmaatsia Evaluation of Pharmacy Training ). The main statements of the Report will be discussed by the Council of the Faculty. APPENDIX I. QUESTIONNAIRE FORM FOR UNDERGRADUATE STUDENTS APPENDIX II. ANALYSIS OF THE QUESTIONNAIRE FOR UNDERGRADUATE STUDENTS APPENDIX III. QUESTIONNAIRE FORM FOR THE ACADEMIC STAFF OF THE DEPARTMENT OF PHARMACY APEENDIX IV. ANALYSIS OF THE QUESTIONNAIRE FOR ACADEMIC STAFF OF THE DEPARTMENT OF PHARMACY 1. INTRODUCTION 1.1. THE MISSION OF THE UNIVERSITY OF TARTU The goal of the university, as defined in its Statutes, is to promote research and knowledge in all fields of its activities, to provide higher education based on professional research and academic study at all levels and to offer services in research, development and education. The mission of the University of Tartu has been determined in the University of Tartu Strategic Plan , approved by the University Council on December 19, 2003 by the following statement: as a national university, taking together different science areas, the University of Tartu is to act as the guardian and advocate of a highly educated Estonia through internationally acclaimed research and the provision of research based higher education. Five specific „breakthrough“ areas are listed in this Plan for the development of the university between the years of 2003 and 2008: strengthening of the role of the national university, internationalisation, securing the continuity of top level national intelligentsia, harnessing to good effect the intellectual capital of the university, improving the quality of teaching and learning. APPENDIX V. STATUTES OF THE UNIVERSITY OF TARTU (available on CD and on-line) APPENDIX VI. THE UNIVERSITY OF TARTU STRATEGIC PLAN 2008 (available on CD and on-line) 1 1.2. BRIEF HISTORY OF THE UNIVERSITY OF TARTU On 30 June 1632, King Gustav II Adolf of Sweden signed the Foundation Decree of Academia Dorpatensis, which enables us to mark the beginning of our university's history. The following stages can be observed in the history of the University of Tartu. 1632-1710 Academia Dorpatensis (Tartu University during the Swedish times) * Academia Gustaviana 1632-1665 * Academia Gustavo-Carolina 1690-1710 1802-1918 Kaiserliche Universität zu Dorpat (The Imperial University of Tartu) * Imperatorskij Jur'evskij Universitet 1893-1918 1919-1940 Tartu University of the Republic of Estonia 1940-1941 Tartu State University 1942-1944 Tartu University of the Estonian Self-Government under Nazi German Rule (Ostland- Universität in Dorpat) 1944-1989 Tartu State University Since 1989 – The University of Tartu APPENDIX VII BRIEF HISTORY OF THE UNIVERSITY OF TARTU 1.3. THE ESTONIAN SYSTEM OF HIGHER EDUCATION All people with secondary education have the right to apply for the curricula of higher education offered in universities, institutions of professional higher education and vocational educational institutions. As of academic year 2002/2003, it is possible to attend studies based on the curricula of professional higher education, Bachelor’s study, Master’s study, Doctoral study and integrated curricula of Bachelor’s and Master’s study in Estonia. It is possible to choose between two types of curricula depending on the first level of higher education: - theory-based curricula of Bachelor’s study in order to develop practical skills on the basis of theoretical principles; - practice-based curricula of professional higher education in order to develop theoretical knowledge primarily on based on practical needs. Practical work forms minimum 30% of the curriculum. The nominal duration of professional higher educational study is 3-4.5, with the fixed study load of 120 - 160 credit points (180 – 240 credit points in European Credit Transfer System (ELTS)) in the curricula. The nominal duration of Bachelor’s studies is three to four years and the study load fixed in the curricula is 120 - 160 credit points (180 – 240 credit points in ECTS). Professional higher educational study and Bachelor’s study are both first level studies and a person who has completed the studies has the right to continue his or her studies in Master’s study. The nominal duration of Master’s study is one to two years and the study load fixed in the curricula is 40 - 80 credit points (60 – 120 credit points in ECTS). The nominal duration of Bachelor’s and Master’s study is at least five years in total and the study load fixed in the curricula is 200 credit points (300 credit points in ECTS). The integrated Bachelor’s and Master’s study curricula includes the nominal duration of medical and veterinary training of six years and the study load fixed in the curricula is 240 credit points (360 credit points in ECTS). The nominal duration of dentistry training, pharmacist training, architectural studies, civil engineering studies and teacher training for class teachers is five years and the study load fixed in the curricula is 200 credit points (300 credit points in ECTS). 2 The nominal duration of Doctoral study is three to four years and the study load fixed in the curricula is 120 - 160 credit points (180 - 240 credit points in ECTS). Institutions of higher education The higher education system in Estonia has two branches with different types of educational institutions. University is a research, development, study and cultural institution. The activities of universities address implementation of basic and applied research on international level whereas one of the preconditions is offering higher education aimed at theory and research on the second and third level. Institutions of professional higher education and, in lesser extent some vocational educational institutions educate highly motivated specialists with good professional skills on the first level of higher education, taking into account the labour market needs.
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