New instructional procedures for the competency-based curriculum for pharmacy education are examined by educators. The evolution of the competency-based program at the College of Pharmacy at the University of Minnesota is described, and information is presented concerning the classroom instructional model, the development of performance objectives, and the design of a learning sequence and learning packages (Thomas E. Cyrs, Jr.). Attention is also directed to: preparing classroom tests (Paul G. Grussing); evaluating competency-based programs (Richard L. Holloway and C. Angerson Johnson); multi-dimensional assessment procedures (Thomas E. Cyrs, Jr. and Paul G. Grussing); improving oral presentations (David A. Garloff); improving lecture presentation formats through student interaction (Thomas E. Cyrs, Jr.); designing effective visuals (Martin E. Finch); personalized systems of instruction (James G. Henkel); instructional development for a competency-determined curriculum (Constance M. Greco); values education for the health sciences (Michael J. Johnson); an experiment in education--a patient-oriented pharmacy curriculum (Albert I. Wertheimer); and copyrighting one's instructional materials (L. Yvonne Wulff). Steps in the classroom instructional model are: validate professional competencies, specify and sequence learning performance objectives, design classroom testing procedures, identify and select alternative instructional strategies, implement the teaching/learning system, and assess learning outcome. Illustrations and bibliographies are included. (SW)