Eman Abu-Gharbieh1,2 
,
Sabeena Salam3,
Saeed A Khan4
For correspondence:- Eman Abu-Gharbieh Email: eabugharbieh@sharjah.ac.ae Tel:+97165057289
Accepted: 17 March 2018 Published: 30 April 2018
Citation: Abu-Gharbieh E, Salam S, Khan SA. Impact of Qualification Framework in United Arab Emirates: A case study of Dubai Pharmacy College undergraduate curriculum. Trop J Pharm Res 2018; 17(4):701-707 doi: 10.4314/tjpr.v17i4.20
© 2018 The authors.
This is an Open Access article that uses a funding model which does not charge readers or their institutions for access and distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0) and the Budapest Open Access Initiative (http://www.budapestopenaccessinitiative.org/read), which permit unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited..
Purpose: To examine the impact of applying Qualifications Framework Emirates (QFE) on the undergraduate Bachelor of Pharmacy (BPharm) curriculum in the United Arab Emirates (UAE) context.
Methods: Curriculum developers (faculty and other stakeholders) have selected appropriate teaching, learning and assessment strategies for their course/s according to the level descriptors defined by the QFE. Such level descriptors serve as a common platform to support national and international accreditation requirements. In order to align the BPharm curriculum with QFE, an outcomes-based approach had been adopted.
Results: The program benefited in many aspects, particularly, in providing a frame of reference, enabling the offered qualification to be described and compared with similar programs, providing a baseline to compare UAE qualifications with other national and/or international ones, recognising the achievement in learning with different complexity levels. Other benefits include enabling the recognition of prior learning, identifying the learning outcomes needed for new qualifications, facilitating alignment and integration of the quality of educational and experiential outcomes with economic and social development and improving transparency of the individual qualifications through learning outcomes mapping.
Conclusion: Application of QFE to BPharm curriculum at Dubai Pharmacy College ensures a systematic approach in designing and implementing the curriculum, and awarding a principal qualification, which in turn are necessary for effective quality assurance.
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