Undergraduate programs should promote a generalist competency-based approach in both teaching and testing.
The overall goal of our training program is to prepare the predoctoral psychology intern with entry-level skills in Professional Psychology (e.g.,scientists and teachers with strong clinical backgrounds), with generalist skills and competencies that are developed within multiple clinical emphasis areas (i.e., tracks).
Policy makers believed that the 6-year programme would move pharmacy competencies from generalist to specialist, resolve the curriculum overload and provide a national standard within the pharmacy profession in Thailand [ 11].
With this quasi-experiment, we were able to show that the existing PE curriculum, planned and delivered by specialist PE teachers with higher PE teaching competencies than generalist teachers, positively affects children's physical fitness; however, it does not have such a distinct effect on their body composition.
Most interviewees thought that the transition to the 6-year programme would improve pharmacy competencies from generalists to advance general pharmacists or specialists.
Thai policy makers believed that a complete transition to the 6-year PharmD would meet the needs of the stakeholders by changing pharmacy competencies from generalists to specialists, resolve the issue of curriculum overload for the high-credit 5-year BPharm programme, and produce equal educational standards and outcomes and for the pharmacy profession on a national level [ 28, 38].
Many participants perceived benefits from the new pharmacy curriculum; for example, the PharmD graduates will acquire an advanced pharmacy professional degree, improve pharmacy competencies from generalists to specialists, will be ready to work as pharmacists after graduation, will understand health care teams and will provide a high quality of patient care.
There is a general consensus among the interviewees that the aim of the development of a 6-year programme in Thailand was to improve pharmacy competencies from generalists to specialists, focusing on pharmaceutical care and preparing pharmacy graduates to practice upon graduation in real workplace settings.
By virtue of its global leadership role in nursing, the International Council of Nurses (ICN) developed an ICN Framework of Competencies for the Generalist Nurses in 2003.
(Academic) Further, the potential for losing critical medical competencies through a more generalist approach was considered a risk with this model: "how many of us can claim to be an expert on everything?"(DoH).
