Developing Lifelong Learning Skills: Using a Traffic Light Report to Promote Competency Standards and Self-Assessment Among Pharmacy Undergraduates

  • Rosie NashEmail author
  • Leanne Chalmers
  • Ieva Stupans
  • Natalie Brown


The authors explore an educational initiative designed to enhance the development of self-assessment skills whilst increasing familiarity with a profession’s competency standards. The initiative was trialled with pharmacy students at one Australian university. This chapter examines how educational design, student-led learning and illumination of competency standards can offer students with opportunities to develop the knowledge, skills and attributes essential for entry into their profession. Specifically, this chapter illustrates the importance of a “needs based” curriculum for the professions, specifically the health disciplines. Using Boud’s Sustainable Assessment Framework the chapter explores how higher education can support students to step onto their “competence continuum” by providing opportunities to develop familiarity with their profession’s competency standards and practice self-assessment, both essential to a becoming professional.


Competency standards Life-long learning Continued professional development Profession Pharmacy Health education Educational design Sustainable assessment Self-assessment Traffic Light Report 



The authors acknowledge the contribution of all participants—students and educators. Thank you to Peter Gee for ensuring my design ideas could be captured in the Access database. Thank you to Cameron McShane and Colin Curtain for your assistance with writing queries in the database so the Traffic Light Reports could be made available to students for their learning.


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Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Rosie Nash
    • 1
    Email author
  • Leanne Chalmers
    • 2
  • Ieva Stupans
    • 3
  • Natalie Brown
    • 1
  1. 1.University of TasmaniaHobartAustralia
  2. 2.Faculty of Health SciencesSchool of Pharmacy and Biomedical Sciences, Curtin UniversityBentleyAustralia
  3. 3.School of Health and Biomedical Sciences, RMIT UniversityMelbourneAustralia

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