# University implementation pack

Status: implementation-ready template, not evidence of an existing institutional deployment.

Working record: complete and return `INSTITUTION-IMPLEMENTATION-MEASURES.csv`. Its ten required measure rows are CI-controlled; blank thresholds, results and decisions remain visibly pending.

## Purpose and boundaries

This pack supports a curriculum-mapped university or foundation-training implementation. Its duration may be a teaching block, module, term or academic year and is agreed with the institution before launch. The platform provides formative simulation and learning evidence. It does not award marks, certify competence, authorise prescribing, replace workplace observation or make progression decisions.

Learner answers, confidence ratings, adaptive priorities, private notes and reflections remain private unless the learner deliberately exports and shares them. Lecturer reporting is limited to assigned activity, start/completion status, dates and agreed aggregate measures.

## Curriculum-led implementation phases

| Phase | Learner activity | Educator activity | Measurement |
|---|---|---|---|
| Prepare | Consent, access and accessibility preferences | Confirm cohort, lawful basis, support route, curriculum mapping and duration | Provisioning success; baseline confidence; accessibility needs |
| Orientate | One untimed teaching activity and equivalent patient case | Short learner and educator orientation | Start rate; support requests; technical issues |
| Baseline | Targeted calculation/SBA set plus a consultation or prescription-screening case | Review only the agreed aggregate measures | Completion; baseline accuracy; confidence calibration |
| Practise | Stage-matched calculations, OTC/community consultation, labs and patient decisions | Optional teaching or seminar debrief | Completion; qualitative friction; support workload |
| Transfer | Unseen equivalent variant after an agreed spacing interval | Check transfer rather than answer recall | Change in safe decisions; repeated misconception themes |
| Consolidate | Sector-specific activity, DPP discussion prompt and any agreed remediation | Facilitate discussion without treating simulation as competence | Participation; supervisor usefulness; learner workload |
| Evaluate | Final unseen set and learner-controlled evidence export | Review exit measures, accessibility and educator burden | Change from baseline; usability; intention to continue |
| Decide | No new required activity | Joint go, iterate or stop review | Outcomes, incidents, data deletion/export and next decision |

Curriculum mapping must set the calendar dates, spacing interval and final evaluation point. Do not remove the baseline, unfamiliar transfer activity or close-out simply to shorten the delivery period.

## Measures agreed before launch

- Access: at least 90% of invited learners can sign in and start without manual intervention.
- Engagement: report assigned starts and completed runs, not surveillance-style time-on-page.
- Learning: compare baseline with an unseen equivalent set; do not report memorised-item improvement as transfer.
- Calibration: report aggregate safe-but-unsure and confidently unsafe decisions.
- Experience: short learner and educator usability ratings, plus accessibility issues and support tickets.
- Safety: number, severity, owner and resolution time for clinical-content or privacy concerns.
- Equity: compare completion and usability by selected timing/accessibility mode only where group size prevents identification.
- Burden: educator setup and weekly administration time.

Success thresholds must be agreed by the institution before learner data is viewed. An implementation can be successful operationally without demonstrating competence.

## Assignment templates

### Template A — introduce and practise

- Outcome: explain and apply one defined curriculum outcome.
- Before class: untimed teaching mode.
- During class: discuss one fictional patient and the uncertainty in the options.
- After class: one unseen equivalent case.
- Lecturer sees: start, completion and dates.
- Learner keeps: answers, confidence and reflection.

### Template B — diagnose and remediate

- Outcome: identify a misconception and practise a safer decision.
- Baseline: short randomized SBA/calculation set.
- Remediation: targeted explanation and different equivalent items.
- Check: delayed unseen set after 7–14 days.
- Rule: do not reuse the baseline items as proof of improvement.

### Template C — prepare for supervision

- Outcome: prepare a structured discussion with a DPP or placement supervisor.
- Activity: fictional case, role boundary and observation prompt.
- Workplace step: learner chooses what to discuss or export.
- Rule: simulation and discussion do not replace direct observation or sign-off.

## Curriculum mapping worksheet

For each assignment record:

1. local module and week;
2. GPhC learning outcome or 2026 registration-assessment framework domain;
3. knowledge already taught;
4. activity permitted at this stage;
5. simulation and unseen equivalent variant;
6. educator debrief;
7. workplace/DPP prompt, if used;
8. evidence visible to learner;
9. minimal reporting visible to staff;
10. review owner and date.

## Provisioning and integrations

Implementation default: a named cohort CSV is validated in a non-mutating preview and then created atomically as invitations, with role-based lecturer access and support through the named institutional contact. Use `COHORT-IMPORT-TEMPLATE.csv`; the server rejects duplicate or invalid rows, existing members, unsupported roles, malformed expiry dates and learner counts above current capacity.

Roadmap, not current claims:

- Phase 1 delivered: preview-first CSV cohort invitation provisioning plus the existing member removal/deprovisioning workflow.
- Phase 2: institution-specific SSO discovery and technical design.
- Phase 3: LTI 1.3/Advantage discovery for launch, assignment and grade-passback boundaries.
- Phase 4: production SSO/LTI only after security review, accessibility testing and a signed data-processing schedule.

No grade passback should include reflections, item-level answers, confidence labels or adaptive priorities.

## Cohort close-out

The close-out report records the agreed measures, limitations, incidents, accessibility findings, learner withdrawal/deletion handling, educator burden and a go/iterate/stop decision. It must not convert formative completion into competence language.