ORIGINAL RESEARCH article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 | doi: 10.3389/fmed.2025.1628510
AHP-MOORA Framework for Longitudinal Evaluation of Pharm.D Program Learning Outcomes: A Tool for Saudi Pharmacy Programs Accreditation and Curriculum Enhancement
Provisionally accepted
- College of Pharmacy, King Khalid University, Abha, Saudi Arabia
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Methods: A mixed-methods methodology was utilized in a public pharmacy institution in Saudi Arabia. Eight PLOs derived from the Pharm.D program framework were assessed utilizing stakeholder feedback and national quality standards. The analytical hierarchy process (AHP) was employed to prioritize outcomes, while the Multi-Objective Optimization by Ratio Analysis (MOORA) technique was utilized to evaluate performance over five graduating cohorts (2018)(2019)(2020)(2021)(2022). Data sources comprised alumni employment data, postgraduate enrollment, and professional practice positions. A program based on Microsoft Access was created for data administration and visualization. Results: PLO2 (clinical application) and PLO5 (ethics and professionalism) earned the greatest AHP weights, measuring 0.28 and 0.19, respectively. Composite MOORA scores exhibited optimal performance in 2020 (0.883) and declined to 0.792 in 2022. The decline in 2022 may be attributed to reduced clinical training opportunities and delayed workforce absorption following COVID-19-related disruptions, as documented in comparable educational settings. The technology facilitated long-term trend analysis and cohort-specific reporting.The holistic monitoring tool established a durable framework for evaluating PLOs attainment by national accreditation standards. It facilitated evidence-based enhancements to the curriculum and enhanced institutional quality assurance. The widespread application of this strategy in pharmacy colleges, including digital integration and external benchmarking, can increase accreditation preparedness and facilitate ongoing educational enhancement.
Keywords: Pharmacy education, Program learning outcomes, NCAAA, Quality Assurance, Saudi Arabia, Pharm.D
Received: 14 May 2025; Accepted: 21 Jul 2025.
Copyright: © 2025 Alshahrani. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Sultan M. Alshahrani, College of Pharmacy, King Khalid University, Abha, Saudi Arabia
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.