College program standard: Pharmacy Technician
Read the approved program standard for Pharmacy Technician programs delivered at public colleges in Ontario. (Ministry code 51623)
The approved program standard for Pharmacy Technician program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and Technology (MCU funding code 51623).
September 2009
Inquiries regarding specific programs offered by colleges of applied arts and technology in Ontario should be directed to the relevant college.
Permission to copy
For permission to copy this document, in whole or in part, for other purposes or by other institutions, or for any other general inquiries, please contact the ministry at:
Ministry of Colleges and Universities
Postsecondary Education Quality Assessment Branch
Program Standards Unit
315 Front Street West
16th floor
Toronto, Ontario
M7A 0B8
© 2009, Queen’s Printer for Ontario
Introduction
This document is the Program Standard for the Pharmacy Technician program of instruction leading to an Ontario College Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding 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 Program Standards and Evaluation Unit of the Ministry of Training, Colleges and Universities has responsibility for the development, review and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.
Program Standards
Program standards apply to all similar programs of instruction 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 of instruction in question)
- essential employability skills (the essential employability skills learning outcomes which apply to all programs of instruction)
- general education requirement (the requirement for general education in postsecondary programs of instruction).
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 of instruction 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 vocational learning outcomes
Vocational 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, vocational learning outcomes are interrelated and cannot be viewed in isolation from 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 vocational 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 vocational learning outcomes
The vocational learning outcome statements set out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.
The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the vocational learning outcome. However, it is the performance of the vocational learning outcome itself on which students are evaluated. The elements of performance are indicators of the means by which the student may proceed to satisfactory performance of the vocational learning outcome. The elements of performance do not stand alone but rather in reference to the vocational learning outcome of which they form a part.
The development of a program standard
In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction 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 Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program 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, please contact the Ministry of Colleges and Universities.
Vocational standard
All graduates of Pharmacy Technician program have achieved the eight vocational learning outcomes (VLOs), in addition to achieving the essential employability outcomes and meeting the general education (GE) requirement.
Preamble
At all times, learners in the Pharmacy Technician program will act in compliance with the pertinent legislation and established standards, policies and procedures in their roles and responsibilities within the scope of practice of the pharmacy technician. Graduates of the Pharmacy Technician program will have attained a solid basis in the theory, principles and practices needed to enter this patient-centred health care profession. They will apply critical thinking skills to process prescriptions accurately and safely, control inventory according to established policies and procedures, use paper and electronic processes to generate and maintain accurate and confidential records and third party payer documents, and assist in the provision of optimal medication therapy management and cost effective pharmacy services.
Being able to effectively communicate verbally, electronically and in writing is a key requirement of graduates. In addition, graduates will contribute to the operation of a pharmacy by performing work that requires high levels of accuracy and responsibility, including the legal and technical management of receiving prescriptions; transferring or copying prescriptions; product preparation; the independent double check; and the release and distribution of pharmaceutical products pursuant to a prescription drug order. As members of an interprofessional health care team, graduates will work with pharmacists, pharmacy technicians, pharmacy assistants and other health care providers in order to optimize the health and well-being of patients. Graduates will also use pharmacy informatics to enter patient and prescription information; access information, such as drug interchangeability; and respond to computer warnings pertaining to drug interactions, adverse effects and allergies by informing the pharmacist as required.
Graduates are awarded an Ontario College Diploma following the successful completion of the Pharmacy Technician program. Graduates of Pharmacy Technician programs accredited by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) are eligible for the Pharmacy Technician Qualifying Examinations for entry-to-practice of the Pharmacy Examining Board of Canada (PEBC). The PEBC Qualifying Examinations consist of a written Multiple Choice Question (MCQ) examination and a performance-based examination, called an Objective Structured Practical Examination (OSPE). After successful completion of the PEBC Qualifying Examinations, applicants must successfully complete the Ontario College of Pharmacists (OCP) Jurisprudence Examination before they can proceed with their application for registration with OCP. Registration is necessary to qualify for employment as a pharmacy technician in the Province of Ontario.
In the Province of Ontario, pharmacy technicians have employment opportunities in practice settings, such as hospital pharmacies, community/retail pharmacies and longterm care facilities. In addition, they may find employment opportunities within other organizations and agencies that require the knowledge and expertise of a pharmacy technician, such as pharmaceutical companies and insurance companies.
Synopsis of the vocational learning outcomes
Pharmacy Technician (Ontario College Diploma)
The graduate has reliably demonstrated the ability to:
- practice safely within a legal, ethical and professional framework in practice settings
- process prescriptions accurately in compliance with pertinent legislation and established standards, policies and procedures in practice settings
- prepare pharmaceutical products for dispensing in compliance with pertinent legislation and established standards, policies and procedures in practice settings
- release pharmaceutical products in compliance with pertinent legislation and established standards, policies and procedures in practice settings
- collaborate with the pharmacist and other health care providers to optimize the patient’s health and well-being within the scope of practice of the pharmacy technician
- promote quality assurance by performing effective and efficient administrative functions in practice settings
- optimize medication therapy management and product distribution using current technologies in practice settings
- develop and implement effective strategies for ongoing personal and professional development that support currency, competence, ethics and values in the pharmacy sector
Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization, sequencing, nor weighting of significance.
The vocational learning outcomes
1. The graduate has reliably demonstrated the ability to:
practice safely within a legal, ethical and professional framework in practice settings.
Elements of the performance
- comply with current and applicable federal and provincial legislation and requirements in practice settings
- conduct oneself in compliance with the code of ethics for members of the Ontario College of Pharmacists (OCP)
- adhere to established communication policies, procedures and/or protocols in practice settings when interacting with patients, patients’ agents, pharmacists, pharmacy technicians, pharmacy assistants and other health care providers
- perform duties within the scope of practice of the pharmacy technician in practice settings
- act responsibly and be accountable for one’s own decisions and actions that affect the well-being and safety of patients, self and others
- refer requests for information that are outside the scope of practice of the pharmacy technician, such as clinical and/or therapeutic information, to the pharmacist
- protect the patient’s rights to privacy and confidentiality, including the safe and secure transmittal, storage and disposal of all information, records and files
- maintain confidentiality of all workplace and corporate data and ensure safe and secure disposal in compliance with established policies and procedures in practice settings
- comply with health and safety standards and best practices in practice settings
2. The graduate has reliably demonstrated the ability to:
process prescriptions accurately in compliance with pertinent legislation and established standards, policies and procedures in practice settings.
Elements of the performance
- receive a new or repeat prescription from patients, patients’ agents, prescribers or health care providers, and others in the circle of care acting on the prescribers’ behalf, in compliance with regulations, policies and procedures in practice settings
- verify the authenticity, accuracy and completeness of prescriptions by ascertaining that each prescription meets all legal requirements, using all necessary means of communication in securing authenticity, and consulting with the pharmacist where indicated by standards of practice
- verify and update a prescriber’s information by utilizing current provincial databases
- collect, record and update the patient’s profile, including but not limited to demographic information, medical history, pharmaceutical product usage and history, allergies, and third party information
- recognize changes in the patient’s profile, health record, medical condition, drug or disease interactions, allergic reactions, warnings and/or prescription (e.g. changes in drug, dosage form, dosage, dose, quantity and/or directions), and notify the pharmacist as required
- assess and prioritize prescriptions according to patients’ needs and in compliance with regulations, policies and procedures in practice settings
- transfer or copy a prescription ensuring the accuracy and completeness of documentation in compliance with current and applicable legislation and established policies and procedures in practice settings
- recognize the prescribing rights and limitations of the various regulated health care professionals by referring to current and applicable legislation
- inform patients about third party insurance plans, limits and payment requirements for both prescription and non-prescription products
- elicit and respond accurately and satisfactorily to patients’ questions and concerns within the scope of practice of a pharmacy technician, using professional communication techniques
- direct questions by patients, patients’ agents and health care providers that are outside the scope of practice of the pharmacy technician to the pharmacist
- utilize pharmaceutical, medical, laboratory, metric and apothecary terms, abbreviations and symbols when processing prescriptions
- interpret prescriptions by correctly identifying the brand or generic name, dosage form, dosage, dose, quantity and directions
- recognize drug distribution patterns that may be indicative of drug misuse or diversion and notify the pharmacist and/or manager in compliance with current and applicable legislation and established policies and procedures in practice settings
- apply current and applicable drug schedules, categories and legislation when processing prescriptions, including prescription, non-prescription, restricted access and natural health products
- categorize a drug according to its therapeutic classification, directions, adverse effects, drug or disease interactions, dosage forms, strengths and routes
- verify sufficient inventory of the medication and dosage form prior to processing the prescription, and identify and access alternate sources when necessary
3. The graduate has reliably demonstrated the ability to:
prepare pharmaceutical products for dispensing in compliance with pertinent legislation and established standards, policies and procedures in practice settings.
Elements of the performance
- refer the therapeutic questions and issues of patients, patients’ agents and health care providers to the pharmacist for intervention
- perform dispensing functions for prescription, non-prescription and restricted access drugs as well as natural health products in compliance with approved drug schedules and categories
- use established pharmaceutical systems of measurement to accurately calculate, convert, measure, verify and document the ingredients and quantities of pharmaceutical products
- comply with drug interchangeability regulations and policies, third party plans and all hospital formulary restrictions when selecting the pharmaceutical product
- receive, store and process narcotic and controlled drugs/preparations in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- develop and apply strategies that minimize or prevent the human and environmental factors that contribute to medication incidents and discrepancies
- use appropriate personal protective equipment in compliance with health and safety standards, policies and procedures in practice settings
- perform accurate calculations when retrieving, counting, pouring, weighing or measuring pharmaceutical products
- prepare sterile and non-sterile products by applying proper techniques in compliance with established policies and procedures in practice settings
- ensure the accuracy and quality of the pharmaceutical product against the prescription and formula in collaboration with the pharmacist or designated personnel (e.g. pharmacy technician)
- utilize appropriate cleaning and infection control procedures when preparing pharmaceutical and natural health products
- dispose of unserviceable pharmaceutical products in compliance with current and applicable legislation and established policies and procedures in practice settings
- select and label the appropriate pharmaceutical product container in compliance with established regulations
4. The graduate has reliably demonstrated the ability to:
release pharmaceutical products in compliance with pertinent legislation and established standards, policies and procedures in practice settings.
Elements of the performance
- release the pharmaceutical product to the pharmacist for final check and signature or perform an independent double check within the scope of practice of the pharmacy technician
- confirm that patients or patients’ agents receive an offer to be counselled by the pharmacist and advise the pharmacist if further consultation is necessary before releasing a pharmaceutical product
- determine the need for and provide relevant information material to patients or patients’ agents
- preserve the integrity of pharmaceutical products by packaging them in compliance with product characteristic requirements and established regulations, policies and procedures in practice settings
- select and employ the appropriate drug distribution method in compliance with established regulations, policies and procedures in practice settings
- ensure the safe distribution and delivery of pharmaceutical products to the designated patient, patient’s agent, health care provider or health care facility
- document, file, store and maintain all pharmaceutical product distribution activities in compliance with established regulations
- prepare and complete accurate billing to the patient and/or department or third party as required
5. The graduate has reliably demonstrated the ability to:
collaborate with the pharmacist and other health care providers to optimize the patient’s health and well-being within the scope of practice of the pharmacy technician.
Elements of the performance
- participate as an active member of a pharmacy team within the scope of practice of the pharmacy technician
- promote and contribute to the patient’s health and well-being within the scope of practice of the pharmacy technician
- respect diversity while interacting with patients, co-workers and others
- collaborate with health care providers in the circle of care to support optimal health outcomes for patients
- act as a resource to protect the interests of patients in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- perform all pharmacy-related functions in ways that ensure personal, patient and coworker safety in practice settings
6. The graduate has reliably demonstrated the ability to:
promote quality assurance by performing effective and efficient administrative functions in practice settings.
Elements of the performance
- manage inventory safely, efficiently and accurately by applying best practices in compliance with current and applicable legislation as well as established standards, policies and procedures in practice settings
- store, transmit and/or dispose of expired pharmaceutical products safely, securely and efficiently in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- handle and dispose of hazardous substances and wastes, including sharps, such as syringes, needles, scalpels and lancets, as well as biohazardous substances and wastes, such as chemical, radioactive and biomedical materials, in compliance with health and safety standards, the Workplace Hazardous Materials Information System (WHMIS) and current and applicable legislation, and established standards, policies and procedures in practice settings
- receive, verify and reconcile prescription drug orders in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- contribute to the management of effective and efficient pharmaceutical product distribution systems in practice settings
- collaborate with the pharmacist, pharmaceutical manufacturers, suppliers, wholesalers and/or other pharmacies to maintain effective and efficient operations in compliance with established policies and procedures in practice settings
- maintain the integrity of the drug supply chain by safeguarding against counterfeit products or sourcing from unknown wholesalers or sellers
- apply fundamental merchandising techniques in compliance with established policies and procedures in practice settings
- apply pricing strategies in compliance with established policies and procedures in practice settings
- ensure proper processing of third party payments, such as filing insurance claims, claims adjudication, reimbursement follow-up and record retention
- organize and provide pharmacy services by applying effective prioritization and time management techniques
- complete all documentation pertaining to inventory management, including narcotics, as well as controlled, targeted controlled, investigational, special access and hazardous drugs in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- maintain a clean, safe and orderly working environment
7. The graduate has reliably demonstrated the ability to:
optimize medication therapy management and product distribution using current technologies in practice settings.
Elements of the performance
- utilize current pharmacy informatics to enter, update, access, retrieve and store entries and records
- utilize online systems to generate, maintain and update patient and third party payments, profiles and reports
- utilize online and manual systems for billings, claims and reports, to resolve claims and issues, and to reconcile third party payments
- utilize medication management software to perform drug interaction and allergy checks and respond appropriately to warnings in compliance with current and applicable legislation and established standards, policies and procedures in practice settings
- utilize technological tools, such as automated dispensing machines, unit dose packaging equipment, infusion devices and compounding devices in an effective and efficient manner in compliance with health and safety standards, Workplace Hazardous Materials Information System (WHMIS) and current and applicable legislation
- perform routine equipment maintenance in compliance with manufacturers’ specifications
- utilize appropriate diagnostic and monitoring devices to troubleshoot minor mechanical breakdowns
- demonstrate to patients and/or patients’ agents the proper use of point-of-care monitoring devices, drug delivery systems and medical supplies and equipment, such as blood glucose meters, spirometers, blood pressure monitors and EpiPens
8. The graduate has reliably demonstrated the ability to:
develop and implement effective strategies for ongoing personal and professional development that support currency, competence, ethics and values in the pharmacy sector.
Elements of the performance
- develop and implement strategies for ongoing self-evaluation and reflective practice, such as maintaining a record of continuing education or a learning portfolio
- solicit and accept constructive feedback from peers, co-workers and supervisors, and adjust behaviour accordingly
- use performance appraisal evaluations to enhance professional development
- identify when and how to assist, mentor and support peers and co-workers
- develop a professional development plan for maintaining current knowledge and competence
- adapt to changing practice trends within the pharmacy sector
- use current, relevant and evidence-based resources to maintain current knowledge and competence in the pharmacy sector
- promote competence and professionalism by supporting professional associations and organizations in the pharmacy sector
Essential employability skills
All graduates of the Pharmacy Technician program of instruction must have reliably demonstrated the essential employability skills learning outcomes listed below, in addition to achieving the vocational learning outcomes and meeting the general education requirement.
Context
Essential Employability Skills (EES) are skills that, regardless of a student’s program or discipline, are critical for success in the workplace, in day-to-day living and for lifelong learning.
The teaching and attainment of these EES for students in, and graduates from, Ontario’s Colleges of Applied Arts and Technology are anchored in a set of three fundamental assumptions:
- These skills are important for every adult to function successfully in society today.
- Our colleges are well equipped and well positioned to prepare graduates with these skills.
- These skills are equally valuable for all graduates, regardless of the level of their credential, whether they pursue a career path, or they pursue further education.
Skill categories
To capture these skills, the following six categories define the essential areas where graduates must demonstrate skills and knowledge
- communication
- numeracy
- critical thinking and problem solving
- information management
- interpersonal
- personal
Application and implementation
In each of the six skill categories, there are a number of defining skills, or sub skills, identified to further articulate the requisite skills identified in the main skill categories. The following chart illustrates the relationship between the skill categories, the defining skills within the categories and learning outcomes to be achieved by graduates from all postsecondary programs of instruction that lead to an Ontario College credential.
EES may be embedded in General Education or vocational courses, or developed through discrete courses. However these skills are developed, all graduates with Ontario College credentials must be able to reliably demonstrate the essential skills required in each of the six categories.
Skill category: Communication
Defining skills:
Skill areas to be demonstrated by graduates:
- reading
- writing
- speaking
- listening
- presenting
- visual literacy
Learning outcomes:
The levels of achievement required by graduates.
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 the audience
- respond to written, spoken or visual messages in a manner that ensures effective communication
Skill category: Numeracy
Defining skills:
Skill areas to be demonstrated by graduates:
- understanding and applying mathematical concepts and reasoning
- analyzing and using numerical data
- conceptualizing
Learning outcomes:
The levels of achievement required by graduates.
The graduate has reliably demonstrated the ability to:
- execute mathematical operations accurately
Skill category: Critical Thinking & Problem Solving
Defining skills:
Skill areas to be demonstrated by graduates:
- analyzing
- synthesizing
- evaluating
- decision making
- creative and innovative thinking
Learning outcomes:
The levels of achievement required by graduates.
The graduate has reliably demonstrated the ability to:
- apply a systematic approach to solve problems
- use a variety of thinking skills to anticipate and solve problems
Skill category: Information Management
Defining skills:
Skill areas to be demonstrated by graduates:
- gathering and managing information
- selecting and using appropriate tools and technology for a task or a project
- computer literacy
- Internet skills
Learning outcomes:
The levels of achievement required by graduates.
The graduate has reliably demonstrated the ability to:
- locate, select, organize and document information using appropriate technology and information systems
- analyze, evaluate and apply relevant information from a variety of sources
Skill category: Interpersonal
Defining skills:
Skill areas to be demonstrated by graduates:
- teamwork
- relationship management
- conflict resolution
- leadership
- networking
Learning outcomes:
The levels of achievement required by graduates.
The graduate has reliably demonstrated the ability to:
- show respect for the diverse opinions, values, belief systems and contributions of others
- interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals
Skill category: Personal
Defining skills:
Skill areas to be demonstrated by graduates:
- managing self
- managing change and being flexible and adaptable
- engaging in reflective practices
- demonstrating personal responsibility
Learning outcomes:
The levels of achievement required by graduates.
The graduate has reliably demonstrated the ability to:
- manage the use of time and other resources to complete projects
- take responsibility for one's own actions, decisions and their consequences
General education requirement
All graduates of the Pharmacy Technician program must have met the general education requirement described below, in addition to achieving the vocational and essential employability skills learning outcomes.
Requirement
The General Education Requirement for programs of instruction is stipulated in the Credentials Framework (Appendix A in the Minister’s Binding Policy Directive Framework for Programs of Instruction).
In programs of instruction leading to either an Ontario College Diploma or an Ontario College Advanced Diploma, it is required that graduates have been engaged in learning that exposes them to at least one discipline outside their main field of study and increases their awareness of the society and culture in which they live and work. This will typically be accomplished by students taking 3 to 5 courses (or the equivalent) designed discretely and separately from vocational learning opportunities.
This general education learning would normally be delivered using a combination of required and elective processes.
Purpose
The purpose of General Education in the Ontario college system is to contribute to the development of citizens who are conscious of the diversity, complexity and richness of the human experience; who are able to establish meaning through this consciousness; and who, as a result, are able to contribute thoughtfully, creatively and positively to the society in which they live and work.
General Education strengthens students’ essential employability skills, such as critical analysis, problem solving and communication, in the context of an exploration of topics with broad-based personal and/or societal importance.
Themes
The themes listed below will be used to provide direction to Ontario Colleges in the development and identification of courses that are designed to fulfil the General Education Requirement for programs of instructions.
Each theme provides a statement of Rationale and offers suggestions related to more specific topic areas that could be explored within each area. These suggestions are neither prescriptive nor exhaustive. They are included to provide guidance regarding the nature and scope of content that would be judged as meeting the intent and overall goals of General Education.
Arts in society
Rationale:
The capacity of a person to recognize and evaluate artistic and creative achievements is useful in many aspects of his/her life. Since artistic expression is a fundamentally human activity, which both reflects and anticipates developments in the larger culture, its study will enhance the student’s cultural and self-awareness.
Content:
Courses in this area should provide students with an understanding of the importance of visual and creative arts in human affairs, of the artist’s and writer’s perceptions of the world and the means by which those perceptions are translated into the language of literature and artistic expression. They will also provide an appreciation of the aesthetic values used in examining works of art and possibly, a direct experience in expressing perceptions in an artistic medium.
Civic life
Rationale:
In order for individuals to live responsibly and to reach their potential as individuals and as citizens of society, they need to understand the patterns of human relationships that underlie the orderly interactions of a society’s various structural units. Informed people will have knowledge of the meaning of civic life in relation to diverse communities at the local, national and global level and an awareness of international issues and the effects of these on Canada, as well as Canada’s place in the international community.
Content:
Courses in this area should provide students with an understanding of the meaning of freedoms, rights and participation in community and public life, in addition to a working knowledge of the structure and function of various levels of government (municipal, provincial, national) in a Canadian and/or in an international context. They may also provide an historical understanding of major political issues affecting relations between the various levels of government in Canada and their constituents.
Social and cultural understanding
Rationale:
Knowledge of the patterns and precedents of the past provide the means for a person to gain an awareness of his or her place in contemporary culture and society. In addition to this awareness, students will acquire a sense of the main currents of their culture and that of other cultures over an extended period of time in order to link personal history to the broader study of culture.
Content:
Courses in this area are those that deal broadly with major social and cultural themes. These courses may also stress the nature and validity of historical evidence and the variety of historical interpretation of events. Courses will provide the students with a view and understanding of the impact of cultural, social, ethnic or linguistic characteristics
Personal understanding
Rationale:
Educated people are equipped for life-long understanding and development of themselves as integrated physiological and psychological entities. They are aware of the ideal need to be fully functioning persons: mentally, physically, emotionally, socially, spiritually and vocationally.
Content:
Courses in this area will focus on understanding the individual: his or her evolution; situation; relationship with others; place in the environment and universe; achievements and problems; and his or her meaning and purpose. They will also allow students the opportunity to study institutionalized human social behaviour in a systematic way. Courses fulfilling this requirement may be oriented to the study of the individual within a variety of contexts.
Science and technology
Rationale:
Matter and energy are universal concepts in science, forming a basis for understanding the interactions that occur in living and non-living systems in our universe. Study in this area provides an understanding of the behaviour of matter that provides a foundation for further scientific study and the creation of broader understanding about natural phenomena.
Similarly, the various applications and developments in the area of technology have an increasing impact on all aspects of human endeavour and have numerous social, economic and philosophical implications. For example, the operation of computers to process data at high speed has invoked an interaction between machines and the human mind that is unique in human history. This and other technological developments have a powerful impact on how we deal with many of the complex questions in our society.
Content:
Courses in this area should stress scientific inquiry and deal with basic or fundamental questions of science rather than applied ones. They may be formulated from traditional basic courses in such areas of study as biology, chemistry, physics, astronomy, geology or agriculture. As well, courses related to understanding the role and functions of computers (e.g. data management and information processing) and assorted computer-related technologies should be offered in a non-applied manner to provide students with an opportunity to explore the impact of these concepts and practices on their lives.
Acknowledgements
The Ministry of Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations which participated in the development of this program standard. In particular, the Ministry of Colleges and Universities would like to acknowledge the important roles of
- all individuals and organizations who participated in the consultations;
- the coordinators of Pharmacy Technician Programs for their assistance throughout the project, the project officer who led the development of the vocational standard, Paul Johnson, seconded faculty member from Confederation College, and Mireille Deshaies from La Cité collégiale.